Is VIRAL lab needed?: Analysis of teacher^s needs in Aceh physics lab Arief Muliandi (a*), Achmad Samsudin (a), Parlindungan Sinaga (a), Ngadimin (b)
a) Departemen of Physics Education, Universitas Pendidikan Indonesia, Bandung 40254, Indonesia
*arief.muliandi306[at]upi.edu
b) Departemen of Physics Education, Universitas Syiah Kuala, Banda Aceh 23111, Indonesia
Abstract
Virtual and real (VIRAL) laboratories are instructive facilities that can both improve learning results and have their particular advantages. The merger of the two laboratories is expected to significantly increase the effectiveness of the laboratory in learning physics. The purpose of this study is to analyze laboratory activities, especially the VIRAL Lab on school physics subjects in Aceh. The sample in this study were 33 school physics instructors in Aceh with the characteristics of 8 male teachers and 25 female physics teachers. The method used is a survey method with a questionnaire instrument for laboratory usability investigation. The analysis uses descriptive qualitative. The results of the study illustrate that more than 80% of physics teachers in Aceh require hands-on and virtual labs in online and offline learning, 97% of physics teachers in Aceh still require virtual lab designs, and only 39.3% of teachers have combined VIRAL labs in one physics subject in Aceh.
Keywords: analysis of teacher needs in experimental activities, combine virtual lab and hands-on lab, hands-on physics laboratories, virtual physics laboratories.
