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A task model for supporting virtual laboratory based on inquiry skills, social and scientific communication

International Journal of Evaluation and Research in Education (IJERE) · Vol. 11 No. 1 (2022) · hlm. 385–391

DOI
10.11591/ijere.v11i1.21737
ISSN
2620-5440, 2252-8822
Terbit
2022-03-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Comprehensive monitoring in virtual laboratory learning needs a task model. This model was design based on inquiry skills, social and scientific communication of prospective physics teachers. The development of these three skills is still a problem in recent research on virtual laboratory learning. This research was research and development (RD) using a preliminary study (literature studies, field surveys, and preparation of the initial product) and development of the model (within limited testing). Respondents were 54 prospective physics teachers and five physics lecturers from several universities in Indonesia. The analysis was done by descriptive qualitative, and quantitative. There are two essential parts of the task model. The first part consists of six inquiry steps, which describe the interactions between students with their virtual experiments. The second part consists of three inquiry steps that analyze how students communicate their virtual experiments through verbal, picture, and diagrammatic representations. Based on these findings, the task model's design is essential to develop inquiry skills, social and scientific communication for prospective physics teachers. The researcher can use this task model in the next step of RD.

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  • Universitas Muhammadiyah Purworejo
  • Universitas Ahmad Dahlan
  • Yogyakarta State University
  • Universiti Utara Malaysia
  • Universitas Negeri Surabaya
  • Islamic University of Indonesia
  • Institut Agama Islam Miftahul Ulum Pamekasan
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Rekan penulisOrganisasiArtikel bersama
Rudiana AgustiniUniversitas Negeri Surabaya1
Budi JatmikoUniversitas Negeri Surabaya1
Windi CahyaningsihUniversitas Muhammadiyah Purworejo1
Bisri ArifinAfiliasi tidak diketahui1
Mohamad Joko SusiloIslamic University of Indonesia1
Badrun KartowagiranYogyakarta State University1
Novitasari SutadiInstitut Agama Islam Miftahul Ulum Pamekasan1
Jumadi JumadiYogyakarta State University1
Moh. Irma SukarelawanUniversitas Ahmad Dahlan1
Heru KuswantoYogyakarta State University1
Siti Anisatur RofiqahUniversitas Nurul Huda1
Ahmad Bashawir Abdul GhaniUniversiti Utara Malaysia1
Narentheren KaliappenUniversiti Utara Malaysia1
Wan Nurisma Ayu Wan IsmailUniversiti Utara Malaysia1
Nur FatimahUniversitas Ahmad Dahlan1
Septi Shinta SunaryatiAfiliasi tidak diketahui1
Sanidi SanidiAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">A task model for supporting virtual laboratory based on inquiry skills, social and scientific communication</dc:title>
	<dc:creator>Fatmaryanti, Siska Desy</dc:creator>
	<dc:creator>Pratiwi, Umi</dc:creator>
	<dc:creator>Akhdinirwanto, Raden Wakhid</dc:creator>
	<dc:creator>Sulisworo, Dwi</dc:creator>
	<dc:subject xml:lang="en-US">Inquiry skills; Scientific communication; Social communication; Task model; Virtual laboratory</dc:subject>
	<dc:description xml:lang="en-US">Comprehensive monitoring in virtual laboratory learning needs a task model. This model was design based on inquiry skills, social and scientific communication of prospective physics teachers. The development of these three skills is still a problem in recent research on virtual laboratory learning. This research was research and development (RD) using a preliminary study (literature studies, field surveys, and preparation of the initial product) and development of the model (within limited testing). Respondents were 54 prospective physics teachers and five physics lecturers from several universities in Indonesia. The analysis was done by descriptive qualitative, and quantitative. There are two essential parts of the task model. The first part consists of six inquiry steps, which describe the interactions between students with their virtual experiments. The second part consists of three inquiry steps that analyze how students communicate their virtual experiments through verbal, picture, and diagrammatic representations. Based on these findings, the task model's design is essential to develop inquiry skills, social and scientific communication for prospective physics teachers. The researcher can use this task model in the next step of RD.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US">Institute of Research and Community Service of  Universitas Muhammadiyah Purworejo.</dc:contributor>
	<dc:date>2022-03-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/21737</dc:identifier>
	<dc:identifier>10.11591/ijere.v11i1.21737</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 11, No 1: March 2022; 385-391</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v11i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/21737/13291</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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