Virtual Laboratories in Physics Education: a Systematic Review, 2017-2022 Dina Rahmi Darman1,2,a), Andi Suhandi1,b), Ida kaniawati1,c), Firmanul Catur Wibowo3,d)
1Department of Physics Education, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi No. 229 Bandung 40154, Indonesia
2Department of Physics Education, Universitas Sultan Ageng Tirtayasa
Jl. Ciwaru Raya No.25, Cipare, Kec. Serang, Kota Serang, Banten 42117, Indonesia
3Department of Physics Education, Universitas Negeri Jakarta
Jl. Rawamangun Muka, Jakarta 13220, Indonesia
Abstract
Abstract. Technology in education today has an important contribution in facilitating students^ virtual experiences to develop ideas through laboratories for learning. Even though the potential of virtual laboratories has been proven and investigated by many experts, in the field of research, virtual laboratories have not been synthesized for physics education. This study aims to identify trends in virtual laboratories in physics education. The method used is the classification and analysis of 25 articles collected from the Scopus database into seven sections, namely journal publication, virtual laboratory trends in physics education, research approach, physics content, research subjects, characteristics of the virtual laboratory used, thinking skills studied. And country of implementation, weaknesses and suggestions. Virtual laboratory trends in physics education include subject, topic, level of education, type of virtual laboratory, and country where the virtual laboratory is applied. A review of research results shows that the use of virtual laboratories in the last five years has varied. Then the thinking skills studied also varied using various approaches. In addition, the results of the analysis show that the positive results of the virtual laboratory are stated based on the novelty of the virtual laboratory design and the impact of implementing virtual laboratories that can increase creativity, problem-solving, attitude, conceptual understanding, learning independence, communication skills (HOTS), science literacy skills, inquiry activity, motivation, conception reconstruction, graphic interpretation skills, and science process skills.
Keywords: virtual laboratories, physics education, physics content, experiences, and physics concepts.
Keywords: virtual laboratories, physics education, physics content, experiences to learn, and physics concepts.
