Christa Triana Dewi, Heru Kuswanto, Anggi Datiatur Rahmat, Sihana
This study aims to investigate the effectiveness of a virtual laboratory integrated Blacksmith ethnophysics in enhancing data literacy and graphic representation skills. Blacksmith is one of the ethnophysics that explains the concept of heat. Experimental activities for this concept cannot be physically conducted in a laboratory, thus requiring technological assistance like a virtual laboratory. The virtual laboratory can be operated on smartphones. This study used a quasi-experimental design on an 11th-grade science class at one of the senior high school in Surakarta, Central Java, Indonesia. Learning activities in the experimental class used a virtual laboratory, and control class used paper worksheets. Data were collected through pre-and post-tests. The data analysis techniques include paired sample t-test, N-gain, and MANOVA statistical tests. The results found that students in the experimental class had higher scores on data literacy and graphic representation skills than those in the control class. N-gain scores for data literacy and graphic representation skills in the experimental class were 0.73 and 0.74, respectively, and categorized as a high category. The MANOVA test statistically found a significant difference in data literacy and graphic representation skills. The effectiveness of the virtual laboratory in enhancing data literacy and graphic representation skills in the experimental and control classes with scores of 93.6% and 96.7%, respectively. It can be interpreted that a virtual laboratory integrated Blacksmith ethnophysics effectively enhances data literacy and graphic representation skills. © 2024 by the authors.
Physics Education Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Science Education Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; SMA Negeri 1 Surakarta, Surakarta, Indonesia
