Analysis of Students’ Activities and Perceptions Toward Web-Based Virtual Laboratories in Science Learning
DOI:
https://doi.org/10.17977/um065.v6.i10.2026.8Keywords:
Perception, Physics learning, Student activities, Virtual laboratory, WebsiteAbstract
The use of web-based virtual laboratories in physics learning is considered capable of supporting the improvement of students’ science process skills and conceptual understanding. This study aims to: (1) examine the effect of implementing an interactive web-based virtual laboratory on physics learning activities, and (2) describe students’ perceptions of the use of the virtual laboratory. The study employed a pre-experimental method with a one-shot case study design. The research population consisted of all twelfth-grade students divided into four classes, with a sample of 24 students. Data collection was carried out through observations of science process skills to determine the impact of the intervention, as well as questionnaires distributed after the learning process to measure students' perceptions regarding their Science Process Skills (SPS) activities during the implementation. The results of the observational analysis showed an average percentage of science process skills activities of 89.9%, indicating that the interactive web-based virtual laboratory effectively supports virtual practical learning. Meanwhile, the analysis of students’ perceptions obtained an average score of 93.6%, categorized as very good. These findings indicate that virtual laboratories have the potential to become an effective innovation in physics learning. Nevertheless, further development in operational aspects is still needed to address various existing challenges.References
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