Jurnal Pendidikan Sains
Abstract
This study endeavors to ascertain the efficacy of the Argument-Driven Inquiry (ADI)- assisted virtual laboratory learning model in enhancing the comprehension of simple harmonic oscillation concepts among pre-service physics teachers. Employing a mixed- method approach with an embedded experimental design, the investigation employs a reasoned multiple-choice instrument comprising 15 questions. Analysis of the results reveals a noteworthy 48.38% increase in the average mastery of concepts between the pre-test and post-test, yielding an N-gain value of 0.63. Statistical scrutiny through paired sample t-tests corroborates significant disparities between pre-test and post-test scores, evidenced by a tcount (16.28) exceeding the critical ttable value (1.69) with a two-tailed significance value of 0.00. Furthermore, effect size analysis underscores the substantial impact of the ADI-assisted virtual laboratory learning model on augmenting students’ conceptual mastery. This underscores the viability of employing the ADI-assisted virtual laboratory learning model to enhance pre-service physics teachers’ understanding of simple harmonic oscillation concepts. However, refinement of the ADI syntax is recommended, particularly by substituting the report writing session with a learning reflection activity, without compromising the essence of ADI as an inquiry-based, argumentative learning model. It is anticipated that the outcomes of this study will influence the advancement of learning models in Indonesia, particularly the ADI paradigm.
Recommended Citation
Karawahenni, Yolanda Dwi Vivian; Sutopo, Sutopo; Hidayat, Arif; and Mustika, Maya
(2024)
"Can Argument-Driven Inquiry-Assisted Virtual Laboratory Improve Pre-Service Physics Teachers’ Mastery Concept of Simple Harmonic Oscillation?,"
Jurnal Pendidikan Sains: Vol. 12:
No.
1, Article 3.
Available at:
https://citeus.um.ac.id/jps/vol12/iss1/3