By : Dede Rustiawan
SMAN 23 Bandung,, Indonesia
E-mail : dede_rustiawan@yahoo.com

Introduction

Learning physics is usually considered as a difficult task. Various rationalisations have been put forward to justify this belief. The most frequent of this argues that pupils have a set of ideas (more or less connected) about the world that they often use to generate explanations in particular situations and in response to particular question or cues (Driver et al.1985). These ideas are linked to phenomena but are often generalised and used by novices as theoretical accounts (Andaloro et al.,1997).

Modern Physics can’t be studied by laboratory activity at higher school because some of subject need much money to buy some modern physics apparatus like X-Ray, LASER, detector of radiation, X-Ray difraction, fotoelectric, etc. Some of subject can’t be proven vitually because the subject is abstract for example: Models of atom, Theory of relativity, Quantum Theory, Nuclear Physics, etc. So this situation make teacher and student get less motivation in classroom activity studying modern physics.

Laboratory activity can be carried out by animation based-learning for seeking modern physics phenomena so that students can imagine and open their mind how the abstract subject happen virtually as well as concret subject. In this case, teacher has to prepare some fantastic animation to motivate classroom activity and of course the stakeholder whose responsible to build school infrastructure for carry out this program. IT in developing contries are open to change and development, while others face greater challenges in developing their infrastucture an may seem resistant (Amy et al.,2004).

The other way to carry out classroom activity in modern physics is Web-based learning. Teacher and students will get a lot of information about modern physics from web, and then students learn, discuss and gather their information.

The Internet, the web, and WBI are vital for learners all over the world to gather and exchange information, to communicate and interact, and to learn (Lee, 2004).

ICT develops students’ capacities for lifelong learning, problem solving, critical thinking, information seeking and analysis as well as colaborative learning (Allan Yuen, Bob Fox, and Nancy Law ,2004) .

Method

This study need three groups/classes to be researched, called :

1. Traditional learning (TL)
2. Web based-learning (WBL)
3. Animation based-Learning (ABL)

Design of this research use counterbalanced designs represent another technique for equating experimental and control groups. In this design, each group is exposed to all treatments, however many there are, but in a different order as shown in this table :

Assesment

The Impact on teaching and student learning will be evaluated by using both quantitative and qualitative assesment. Data to be collected and examined by including assesment of students product, online and/or paper questionnaires, classroom observation, and interview with teachers and students.

References

Andaloro, G., Bellomonte. and Sperandeo-Mineo, R. M.,1997, A computer-
............ based learning environment in the field of Newtonian mechanics
............ (Palermo: Instituto di Fisica, University of Palermo)
Allan Yuen, Bob Fox, and Nancy Law, 2004, Curriculum Innovations and multi-
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............ Asia-Pasific Cybereducation Journal Vol.1, No.1
Amy S.C. Lec and Richard Kennedy, 2004, Impact of Information Technology
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Doris Lee, 2004, Web-based Instruction in China: Cultural and Pedagogical
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Driver, R., Guesne, E. and Tiberghien, A., 1985, Chlidren’ideas in Science
............ (Milton Keynes: Open University Press).
Fraenkel, J. R and Wallen, N.E., 1990, How to Design and Evaluate Research in
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