The Effect of Virtual Laboratory Application of Problem-Based Learning Model to Improve Science Literacy and Problem-Solving Skills

Abstract

This research aims at analysing the effect of the Virtual Laboratory (VL) to improve science literacy and problem-solving skills among junior high school students. This research employed a Quasi-experiment with Nonequivalent Control Group Design. The population in this research was the seventh-grade students of junior high school in the Special Region of Yogyakarta in the academic year of 2019/2020. The sample was selected through a cluster random sampling technique and taken the control and the experimental class comprehensively from three school clusters (high, medium, and low) in each district/ city. The data analysis technique used the N-Gain analysis, prerequisite test, and hypothesis testing consisting of MANOVA and effect size. Based on the MANOVA test, it was found that there was a difference in the escalation of students' scientific literacy and problem-solving skills between the control and the experimental class. Meanwhile, based on the calculation of the effect size, it was found that the effect of the Virtual Laboratory was quite high (effect size = 0.897) on the increase in scientific literacy and high effect (effect size = 1.027) on the increase of problem-solving skills, respectively, among junior high school students.