Designing MOOCS with Virtual Microscopic Simulation (VMS) for increasing of student's levels of understanding

Abstract

The purpose of this research is effect of MOOCS with Virtual Microscopic Simulation (VMS) for students' levels of understanding. The research method used is the Embedded Experiment Design with the research subjects as many as 45 high school students in one campus in Banten, Indonesia. The results showed that the Level of Comprehensive Understanding (CU) was 76.67%, Level of Understanding of Partial Understanding (PU) was 15.56%, and Level of Understanding Misunderstanding (MS) was 5.56%, Level of Understanding Does Not Understand (NU) of 2.22% and the lowest level of understanding at the 0% level of No Answered (NA). It was concluded that the average level of understanding experienced a significant increase with learning through MOOCS with VMS on phase transition.