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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) · pp. 385–391

DOI
10.11591/ijere.v11i1.21737
ISSN
2620-5440, 2252-8822
Published
2022-03-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

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.

Keywords

Collaboration network of the authors

24 authors · 41 co-authorship links · 4 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Muhammadiyah Purworejo
  • Universitas Negeri Surabaya
  • Universitas Ahmad Dahlan
  • Yogyakarta State University
  • Universiti Utara Malaysia
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Rudiana AgustiniUniversitas Negeri Surabaya1
Budi JatmikoUniversitas Negeri Surabaya1
Rakhma Ayu MaulidahAffiliation unknown1
Hemi RatnawatiAffiliation unknown1
Windi CahyaningsihUniversitas Muhammadiyah Purworejo1
Bisri ArifinAffiliation unknown1
Nurul Aini SanatunAffiliation unknown1
Mohamad Joko SusiloUniversitas Ahmad Dahlan1
Badrun KartowagiranYogyakarta State University1
Novitasari SutadiAffiliation unknown1
Moh. Irma SukarelawanUniversitas Ahmad Dahlan1
Heru KuswantoYogyakarta State University1
Jumadi JumadiAffiliation unknown1
Siti Anisatur RofiqahAffiliation unknown1
Ahmad Bashawir Abdul GhaniUniversiti Utara Malaysia1
Narentheren KaliappenAffiliation unknown1
Wan Nurisma Ayu IsmailAffiliation unknown1
Nur FatimahAffiliation unknown1
Septi Shinta SunaryatiAffiliation unknown1
Sanidi SanidiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>
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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>
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	<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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