Vol.13, No.2, May 2024.                                                                                                                                                                               ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333


TEM Journal



Association for Information Communication Technology Education and Science

Active and Authentic Learning in Remote Laboratory: Means of Improving Prospective Physics Teachers’ Multiple Representation Ability


Siska Desy Fatmaryanti, Dwi Sulisworo, Nooraffandi Yahaya, Ishafit Ishafit, Muji Setiyo, Yusro Al Hakim, Eko Setyadi Kurniawan


© 2024 Siska Desy Fatmaryanti, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)


Citation Information: TEM Journal. Volume 13, Issue 2, Pages 1018-1027, ISSN 2217-8309, DOI: 10.18421/TEM132-16, May 2024.


Received: 17 November 2023.

Revised:   12 February 2024.
Accepted: 22 February 2024.
Published: 28 May 2024.




Remote laboratories are a new domain that allows students and teachers to conduct experiments in hands-on exploration remotely. We studied how constructing an active and authentic learning in a remote laboratory affects prospective physics teachers' multiple representation ability. The research method used is based on the development procedures of the ADDIE research and development model. We have designed and validated a learning design with a remote laboratory environment with 2 physics experiment apparatuses, active and authentic learning stages, multi-representation ability assessment, and remote laboratory application evaluation tools. This study implemented design-based research with a one-group pre-test and post-test design. The research was conducted on 28 prospective physics teacher students. In terms of effectiveness, this learning design was able to improve significantly [t (28) = 7.480, p.05] in verbal, visual, and mathematics representation ability. Therefore, it can be used by lecturers and those in other science fields to improve the quality of learning and developing prospective physics teachers’ multiple representation Skills.


Keywords –Active learning, authentic learning, remote laboratory, multiple representation ability, prospective physics teacher.



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