VIRTUAL LABORATORY BASED ON INGENHOUSZ EXPERIMENT MODELING: ENHANCING CONCEPTUAL UNDERSTANDING AND SCIENTIFIC LITERACY

Adnan Adnan, Syamsiah Syamsiah, Dian Aswita, Nur Hikmah, Nur Risnawati Kusuma, Sahla Sahira, Muh Yunus

Abstract


Purpose – This study aims to evaluate the effectiveness of the Ingenhousz Experiment Virtual Laboratory, integrated with the GENIUS syntax, within a Blended Learning framework to accelerate students' conceptual understanding and science literacy in photosynthesis.

Methodology – A quasi-experimental research with a Replicated Experimental Design was employed. The study involved 136 eleventh-grade science students at SMA Negeri 3 Makassar, divided into three experimental replication classes and one control class. Conceptual understanding was measured using a 20-item multiple-choice test, while science literacy was assessed through a 5-item essay test. Data were analyzed using descriptive statistics, N-Gain calculations, ANCOVA, and Least Significant Difference (LSD) post-hoc tests.

Findings – Initial assessments indicated equivalent suboptimal cognitive baselines across all groups. Post-intervention, all replication classes demonstrated a profound cognitive escalation, achieving a "High" N-Gain category (0.77–0.89), whereas the control group remained in the "Moderate" category. ANCOVA confirmed a highly significant treatment effect (p = 0.000). LSD tests revealed no significant variance among the three replication classes, but all significantly outperformed the control group, confirming the intervention's consistency and reliability.

Contribution – This study provides a replicable pedagogical framework, demonstrating that synergizing structured inquiry syntax with interactive virtual simulations successfully transforms students into active scientific researchers and effectively overcomes the limitations of conventional teaching.

Keywords


Virtual Laboratory; Conceptual Understanding; Science Literacy

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References


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DOI: https://doi.org/10.36987/jes.v13i4.9645

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