Guided inquiry model with virtual labs to improve students’ understanding on heat concept

Abstract

Inquiry-based learning is one of the pedagogical approaches to motivate students to solve problems. Laboratory activities are important for inquiry-based learning, but traditional laboratory activities have a disadvantage because they need high costs associated with the procurement of equipment, space, and maintenance staff. The virtual lab is an alternative to solve the problem. The purpose of this study was to test the effectiveness of inquiry models that aligned with the virtual laboratory in improving students’ understanding of the heat problem. This study included quasi-experimental with pretest and posttest control group design. The subjects were divided into two groups, the experimental group and the control group. Research data were analyzed by N-gain test. The results showed that the achievement of conceptual understanding of the experimental group was better than the control group. It can be concluded that the guided inquiry model with virtual laboratories is effective in improving students’ understanding of the concept of heat. In general, the increase in the experimental group is higher than the control group, in both the cognitive aspect and sub-concept of heat.