Preliminary Study on A Guided Inquiry-Virtual Lab Worksheet for Developing Science Process Skills

Khoirotun Nadiyyah; Rika Aprianti

doi:10.30998/dz17ew20

Authors

Khoirotun Nadiyyah Universitas Terbuka Author
Rika Aprianti Universitas Terbuka Author

DOI:

https://doi.org/10.30998/dz17ew20

Keywords:

Guided inquiry, physics, science process skills, virtual laboratory, worksheet

Abstract

The transition to distance learning has emphasized the importance of accessible and pedagogically sound science instruction, particularly in courses requiring experimental engagement. Virtual laboratories combined with guided inquiry models have emerged as effective alternatives to support conceptual understanding and scientific reasoning. This study examines students’ perceptions of worksheets developed based on virtual laboratories and guided inquiry to support science process skills in basic physics courses. Data were collected from 25 students using a structured questionnaire comprising 10 items, which covered five domains: distance learning, science process skills, guided inquiry, virtual laboratory use, and worksheet development. Descriptive quantitative analysis showed that distance learning received the highest mean score (M = 3.60), with no negative responses reported. Positive perceptions were also observed for virtual laboratory use (64% strongly agree) and worksheet development (60%). The guided inquiry domain showed a moderate mean score (M = 3.02), with female students demonstrating higher agreement (48%) than male students (16%). In the science process skills domain, the mean score reached 3.48, and 64% of students strongly agreed that virtual experiments improved their ability to interpret scientific data. These findings indicate strong student acceptance of technology-enhanced learning and highlight the pedagogical relevance of virtual-laboratory-based worksheets in distance learning environments

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