Abstract
Virtual inquiry has emerged as a new trend in science learning by conducting scientific investigations through digital platforms. The context of this study focuses on developing the Science Virtual Inquiry Web (WIV-S) to improve prospective science teacher students’ inquiry abilities and digital literacy. The development method in this study refers to the Hannafin-Peck model with three main phases: needs assessment, design, and development/implementation. Research instruments included interview guidelines, observations, and questionnaires, with a sample size of 58 participants. The research produced a WIV-S physics e-learning prototype, which was declared feasible according to expert judgment of content, media, and learning. Students responded positively to WIV-S, which has provided meaningful, exploration-based learning opportunities and ease of conducting virtual-based scientific investigations.
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