ABSTRACT
The prolonged COVID-19 pandemic forces learning to be conducted online using technology. This study aims to investigate the effectiveness of problem–solving-based learning using Moodle-based Learning Management System (LMS) integrated with synchronous online meeting and virtual laboratory towards students’ physics comprehensive understanding and problem-solving skills compared to problem–solving-based learning that only uses Moodle-based LMS as either the synchronous and asynchronous platform. This study was conducted by using a pretest-posttest quasi-experiment design supported by qualitative response involving 66 students selected randomly in Science Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang. This study shows that students who took a problem–solving-based online course using synchronous online meeting and virtual laboratory integrated LMS, their physics problem-solving skills and comprehensive conceptual understanding are better than those who learn only using non-online meetings synchronous such as only using discussion forum and assignment. Besides, students were more enthusiastic and more active in discussing briefly asynchronously before the online meeting session. Students’ fundamental concepts are better constructed when they are involved in the investigation using the virtual laboratory to solve contextual problems. Hence, the use of LMS integrated with online meeting platforms and virtual laboratories is effective to improve physics understanding comprehensively and develop students’ contextual problem-solving skills. This study has the potential to be developed further for wider use in learning.
