The Influence of Virtual Laboratory Activity with Inquiry-Based Learning on Students^ Attitude toward Science
Liandha Arieska Putri (a*), Anna Permanasari (b), Nanang Winarno (a)

a)Department of International Program on Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
b)Department of Chemistry Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia

Abstract

With the limitation of online science learning, virtual lab activity can be used as a solution in carrying out a science experiment in the teaching-learning process. Inquiry-based learning also can be integrated with virtual lab activity to create a more meaningful but attractive learning process. The aim of this study was to investigate the influence of inquiry virtual lab activity on students^ attitudes toward science. The participant of this study was 8th-grade junior high school students in Bandung, Indonesia. There are 40 students who haven^t learned light and optics yet. The method used is the pre-experimental research method with one group pre-test post-test design. The result shows that there is no significant difference in students^ attitudes toward science after learning by using inquiry virtual lab activity with a significant 0.461 (sig.>0.05). It is also found that this learning method has low efficiency in enhancing students^ attitudes toward science with a score of 0.04. Based on this research, it is suggested to combine both physical and virtual lab activity to provide a more attractive and effective teaching-learning process, especially in light and optics topics.

Keywords: Virtual Lab- Inquiry-based learning- Attitudes toward science- Science Education- Light and Optics

Topic: Science Education