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Jurnal Pendidikan Sains

Abstract

Limited access to physical laboratory facilities and the abstract nature of Spermatophyta material reduce students’ learning interest and outcomes, necessitating the use of innovative digital learning media such as virtual laboratories. This study aims to analyze the effect of Virtual Laboratory (V-Lab) implementation on students’ learning interest and cognitive learning outcomes in Spermatophyta material at the senior high school level. A quantitative quasi-experimental design with a posttest-only control group was employed involving 66 eleventh-grade students divided into experimental and control classes; data were collected using a learning interest questionnaire and a multiple-choice test, and analyzed using independent samples t-test after normality and homogeneity testing. The findings revealed that the experimental class showed higher average scores in learning interest (85.12) and learning outcomes (78.79) compared to the control class (79.33 and 68.18), with significance values of 0.002 and 0.006 (p < 0.05), indicating a statistically significant effect of V-Lab implementation. The use of Virtual Laboratory significantly improves both students’ learning interest and learning outcomes, suggesting that integrating interactive digital simulations into biology instruction is an effective alternative to overcome laboratory limitations and enhance learning quality.

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77

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