Developing Students’ Responses Questionnaire Towards Virtual Laboratory During Covid-19 Pandemic
In the covid-19 pandemic, teaching and learning activities was conducted online. Thus, we need an application that can support distance learning, including the practicum process in the laboratory. Virtual laboratory is considered to be the main solution in replacing the learning process in the laboratory. However, by utilizing virtual laboratory in the learning process did not necessarily hone students' practical skills. Therefore, we aimed to develop and to explore the validity and reliability of Student responses questionnaire towards the virtual laboratories during the Covid-19 pandemic. This research was research and development adopting the 4D model. This research involved 2 evaluation experts and 63 students of chemistry department of UNY selected based on purposive sampling technique. The research instruments were content validation sheets for experts and developed questionnaires for construct validation. The data were analyzed with descriptive qualitative technique to describe product development process data, Aikens' V analysis to analyze content validity data, Exploratory Factor Analysis to analyze construct validity data, and Cronbach Alpha analysis to analyze questionnaire reliability using SPSS 20. The results revealed that the student response questionnaire towards virtual laboratory has been successfully developed using the 4D model consisting of 11 statements. All statements in the questionnaire were proved valid based on construct validity and reliable. From the findings, the student response questionnaire is ready to be used for further research related to student responses to learning media.
Aiken, L. R. (1980). Content validity and reliability of single items or quistionnaires. Educational and Psychological Measurement, 40, 955-959.
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45, 131-142.
Anastasi, A., & Urbina, S. (1997). Psychological testing 7th edition. Upper Sadder River: Prentice Hall.
Astuti, S. R., Suyanta, Widjajanti, E., & Rohaeti, E. (2017). An integrated assessment instrument: Developing and validating instrument for facilitating critical thinking abilities and science process skills on electrolyte and nonelectrolyte solution matter. AIP Conference Proceedings (pp. 050007-1–050007). College Park: AIP Publishing.
Azwar, S. (2005). Dasar-Dasar Psikometri. Yogyakarta: Pustaka Pelajar.
Bakri, F., Permana, H., Wulandari, S., & Muliyati, D. (2020). Student worksheet with AR videos: Physics learning media in laboratory for Senior High School students. Journal of Technology and Science Education, 10(2), 231-240.
Beavers, A. S., Lounsbury, J. W., & Richard, J. K. (2013). Practical considerations for using exploratory factor. Practical Assessment,, 18(6), 1-13.
Braeken, J., & van Assen, M. A. (2017). An empirical kaiser criterion. Psychological Methods, 22(3), 450-466.
Can, Y., & Bardakci, S. (2022). Teachers’ opinions on (urgent) distance education activities during the pandemic. period, 2(2), 351-374.
Chan, L. L., & Idris, N. (2017). Validity and reliability of the instrument using exploratory factor analysis and cronbach's alpha. International Journal of Academic Research in Business and Social Sciences, 7(10), 400-410.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.
Hair, J. H., Black, W. C., Babin, B. J., & Anderson, R. (2009). Mutivariate data analysis 7th edition. Upper Saddle River: Pearson.
Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. Los Angeles: Sage.
Hayati, S. (2016). Validitas konstruk menggunakan principal component analysis (PCA) dalam pengembangan instrumen implementasi pakem guru madrasah ibtidaiyah di provinsi aceh. ARICIS Conference Proceedings (pp. 68-77). Banda Aceh: UIN Ar-Raniry. doi:http://dx.doi.org/10.22373/aricis.v1i0.937
Ihsan, H. (2015). Validitas isi alat ukur penelitian konsep dan panduan penilaiannya. Pedagogia : Jurnal Ilmu Pendidikan, 13(2), 266-273.
Livingston, S. A. (2018). Test reliability-basic concepts. Princeton: ETS.
Nini, N. V. (2019). Respon siswa terhadap media pembelajaran interaktif berbasis flash pada materi sel kelas XI di SMAN 1 Sandai Kabupaten Ketapang. Skripsi, Universitas Muhammadiyah Pontianak, Pontianak.
Potkonjak, V., Callaghan, V., Gardner, M., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers and Education, 95, 309–327.
Putri, R. S. (2019). Pengembangan Media Pembelajaran Berbasis Android pada Materi Sistem Koloid di SMA Negeri 2 Banda Aceh. Skripsi,UINI Ar-Raniry, Banda Aceh.
Ray, S., & Srivastava, S. (2020). Virtualization of science education: a lesson from the COVID-19 pandemic. Journal of Proteins and Proteomics, 11, 77-99.
Reckase, M. D. (1979). Unifactor laten trait models applied to multifactor tests: results and implications. Journal of Educational Statistics, 4(3), 207-230.
Sahriana, P. R. (2020). Story of math: pengembangan serious game berorientasi learning by doing pada pembelajaran konversi satuan waktu untuk siswa kelas 3 SD. Skripsi, Universitas Pendidikan Ganesha, Bali.
Smits, N., Cuijpers, P., & van Straten, A. (2011). Applying computerized adaptive testing to the CES-D scale: A simulation study. Psychiatry Research, 188, 147-155.
Suyanta, Muharram, Muharram, U., Rauf, B., Agung, M., Ganefr, . . . Tyas, R. A. (2020). Educational LPTK, Non-educational LPTK, and Non-LPTK Students' Intention to Become Teacher. Universal Journal of Educational Research, 8(12), 6676-6683.
Suyanta, S., Wiludjeng, I., Jumadi, J., Sari, A. R., & Astuti, S. R. (2020). Virtual laboratory based game learning: How to develop the game for science learning? 8th International Conference on Educational Research and Innovation (pp. 183-188). Yogyakarta: LPPM Universitas Negeri Yogyakarta.
Suyanta, Wiludjeng, I., Jumadi, Astuti, S. R., Sari, A. R., Isa, I. M., . . . Rahadian. (2022). Virtual laboratory-based game application: The quality and its effects towards students’ motivation and self-regulated learning. International Journal of Interactive Mobile Technologies, 114-132.
Taber , K. S. (2018). The use of cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273–1296.
Tavakol, M., & Dennick, R. (2011). Making sense of cronbach’s alpha. International Journal of Medical Education, 2, 53-55. doi:DOI: 10.5116/ijme.4dfb.8dfd
The Government of Indonesia. (2020). Joint decision minister of education and culture, minister of religion, minister of health, and minister of international affairs Republic of Indonesia. Jakarta: Indonesian Ministry of Education and Culture.
Tüysüz, C. (2020). The effect of the virtual laboratory on students ’ achievement and attitude in chemistry. International Online Journal of Educational Sciences, 2(1), 37–53.
Vasiliadou, R. (2020). Virtual laboratories during coronavirus (COVID-19) pandemic. Biochem Mol Biol Educ, 48, 482-483.
Wu, Q., Zhang, Z., Song, Y., Zhang, Y., Zhang, F., & Li, R. (2013). The development of mathematical test based on item response theory. International Journal of Advancements in Computing Technology, 5(10), 209-216.
Yeomans, K. A., & Golder, P. A. (1982). The Guttman-Kaiser Criterion as a predictor of the number of common factors. Journal of the Royal Statistical Society. Series D (The Statistician), 31(3), 221-229.
Yu, T., & Richardson, J. C. (2015). An exploratory factor analysis and reliability analysis of the student online learning readiness (SOLR) instrument. Online Learning Journal, 19(5), 120-141.
Copyright (c) 2023 sri rejeki dwi astuti, Rizki Nor Amelia, Anggi Ristiyana Puspita Sari, Karlinda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Ⓒ Author