Approaching electrical circuit understanding with circuit builder virtual laboratory

Purwoko Haryadi Santoso, Nino Munawanto


Nowadays, most students are familiar with the notebook for daily use. The compactness and flexibility of the notebook offer more benefits than a PC. The teachers can engage it during teaching physics. Hence, this research had developed an electrical circuit virtual experiment that acts like real experiments. It can be accessed easily by students in their notebook. This study introduces a flash-based animation Circuit Builder as a simulation designed to help students understand the electrical circuit. This study's purposes were: (1) to analyze the feasibility level of Circuit Builder for enhancing students’ electrical circuit mastery and (2) to know the effectiveness of Circuit Builder based on students’ electrical circuit mastery. Circuit Builder was developed by 4D (Define, Design, Develop, and Disseminate) model. The feasibility level was analyzed by CVI (Content Validity Index). Then, the effectiveness was tested with effect size. This study proved that the virtual laboratory "Circuit Builder” was feasible in physics class with a moderate effect size. The virtual laboratory could improve students’ electrical circuit mastery than doing practices with traditional laboratories.


Circuit Builder; Electrical circuit; Student comprehension; Virtual laboratory.

Full Text:



Afiana, E. (2017). Pengembangan modul pembelajaran berbantuan simulasi PhET pada pokok bahasan teori kinetik gas di MA. In Digital Repository Universitas Jember.

Arifullah, Halim, A., Syukri, M., & Nurfadilla, E. (2020). The development of student worksheets with PhET assisted to improve student science process skills. Journal of Physics: Conference Series, 1460(1), 1–4.

Azwar, S. (2016). Reliabilitas dan validitas aitem. Buletin Psikologi, 3(1), 19–26.

Correia, A. P., Koehler, N., Thompson, A., & Phye, G. (2019). The application of PhET simulation to teach gas behavior on the submicroscopic level: Secondary school students’ perceptions. Research in Science and Technological Education, 37(2), 193–217.

Cvjetkovic, V. M., & Matijevic, M. (2016). Overview of architectures with arduino boards as building blocks for data acquisition and control systems. International Journal of Online Engineering, 12(7), 10–17.

Dasilva, B. E., Kuswanto, H., Wilujeng, I., & Jumadi. (2019). SSP development with a scaffolding approach assisted by PhET simulation on light refraction to improve students’ critical thinking skills and achievement of science process skills. Journal of Physics: Conference Series, 1233(1), 1–12.

Douglas, S. S., Aiken, J. M., Greco, E., Schatz, M., & Lin, S.-Y. (2017). Do-it-yourself whiteboard-style physics video lectures. The Physics Teacher, 55(1), 22–24.

Eveline, E., Jumadi, Wilujeng, I., & Kuswanto, H. (2019). The effect of scaffolding approach assisted by PhET simulation on students’ conceptual understanding and students’ learning independence in physics. Journal of Physics: Conference Series, 1233(1), 1–11.

Batuyong, C. T., & Antonio, V. V. (2018). Exploring the effect of PhET® interactive simulation-based activities on students’ performance and learning experiences in electromagnetism. Asia Pacific Journal of Multidisciplinary Research, 6(2), 121–131.

Farrokhnia, M. R., & Esmailpour, A. (2010). A study on the impact of real, virtual and comprehensive experimenting on students’ conceptual understanding of DC electric circuits and their skills in undergraduate electricity laboratory. Procedia - Social and Behavioral Sciences, 2(2), 5474–5482.

Gusmida, R., & Islami, N. (2017). The development of learning media for the kinetic theory of gases using the ADDIE model with augmented reality. Journal of Educational Sciences, 1(1), 1–10.

İnce, E., Kırbaşlar, F. G., Güneş, Z. Ö., Yaman, Y., Yolcu, Ö., & Yolcu, E. (2015). An innovative approach in virtual laboratory education: The case of “IUVIRLAB” and relationships between communication skills with the usage of IUVIRLAB. Procedia - Social and Behavioral Sciences, 195(1), 1768–1777.

Kuliga, S. F., Thrash, T., Dalton, R. C., & Hölscher, C. (2015). Virtual reality as an empirical research tool - exploring user experience in a real building and a corresponding virtual model. Computers, Environment and Urban Systems, 54(1), 363–375.

Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575.

Luna-Moreno, D., Espinosa Sánchez, Y. M., Ponce De León, Y. R., Noé Arias, E., & Garnica Campos, G. (2015). Virtual instrumentation in LabVIEW for multiple optical characterizations on the same opto-mechanical system. Optik, 126(19), 1923–1929.

Mahtari, S., Wati, M., Hartini, S., Misbah, M., & Dewantara, D. (2020). The effectiveness of the student worksheet with PhET simulation used scaffolding question prompt. Journal of Physics: Conference Series, 1422(1), 1–5.

Mottelson, A., & Hornbæk, K. (2017). Virtual reality studies outside the laboratory. Proceedings of the 23rd ACM Symposium on Virtual Reality Software and Technology, Part F1319, 1–10.

Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., Wieman, C., & LeMaster, R. (2006). PhET: Interactive simulations for teaching and learning physics. The Physics Teacher, 44(1), 18–23.

Putranta, H., Jumadi, & Wilujeng, I. (2019). Physics learning by PhET simulation-assisted using problem based learning (PBL) model to improve students’ critical thinking skills in work and energy chapters in MAN 3 Sleman. Asia-Pacific Forum on Science Learning and Teaching, 20(1), 1–44.

Rahmawati, E. N., Jumadi, & Astuti, D. P. (2020). Development of e-handout assisted by PhET simulation with problem based learning (PBL) model about momentum conservation law and collision to train students’ conceptual understanding. Journal of Physics: Conference Series, 1440(1), 1–9.

Ramadan, E. M., Jumadi, & Astuti, D. P. (2020). Application of e-handout based on PhET simulation to improve critical thinking skills and learning independence of high school students. Journal of Physics: Conference Series, 1440(1), 1–8.

Rytting, M., Wright, G., Shumway, S., & Jensen, J. (2019). Comparison of simulation and hands-on labs in helping high school students learn physics concepts. International Journal of Education, 11(1), 18–28.

Sari, S., Destianti, S. A., Irwansyah, F. S., Subarkah, C. Z., Aulawi, H., & Ramdhani, M. A. (2019). Solubility equilibrium learning supported by PhET-SS. Journal of Physics: Conference Series, 1157(4), 1–7.

Simon, M. N., Prather, E. E., Buxner, S. R., & Impey, C. D. (2019). The development and validation of the planet formation concept inventory. International Journal of Science Education, 41(17), 2448–2464.

Siswanto, J. (2019). Implementasi model IBMR berbantu PhET simulation untuk meningkatkan kemampuan representasi pada pembelajaran fisika. Jurnal Penelitian Pembelajaran Fisika, 10(2), 96–100.

Thiagarajan, S, Semmel, Dorothy S., Sennel, M. E. (1974). Instructional development for training teachers of exception children. In A sourcebook ERIC. ERIC.

Tsai, S.-H., & Landau, D. P. (2008). Computer simulations: A window on the static and dynamic properties of simple spin models. American Journal of Physics, 76(4), 445–452.

Utami, I. S., Septiyanto, R. F., Wibowo, F. C., & Suryana, A. (2017). Pengembangan STEM-A (science, technology, engineering, mathematic and animation) berbasis kearifan lokal dalam pembelajaran fisika. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 6(1), 67–73.

Valance, A., Rasmussen, K. R., Ould El Moctar, A., & Dupont, P. (2015). The physics of Aeolian sand transport. Comptes Rendus Physique, 16(1), (105–117).

Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Science, 322(5902), 682–683.

Yuliati, L., Riantoni, C., & Mufti, N. (2018). Problem solving skills on direct current electricity through inquiry-based learning with PhET simulations. International Journal of Instruction, 11(4), 123–138.


Article Metrics

Abstract views : 1340 | PDF downloads : 179


  • There are currently no refbacks.

Creative Commons License

Jurnal ilmiah pendidikan fisika Al-Biruni is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © Physics Education Department, Universitas Islam Negeri Raden Intan Lampunge-ISSN 2503-023X