Using Virtual Laboratory Perception of Pre-Service Elementary Teacher for Fostering Scientific Process Skills

Abstract

This study aims to determine the perceptions of pre-service elementary teacher in the use of virtual laboratory in inquiry-based learning as a tool to support scientific process skills. This research is a survey conducted on 145 pre-service elementary teachers. Data collection techniques used questionnaires. Data analysis used quantitative descriptive analysis. The results show that the perceptions of pre-service elementary teacher towards virtual laboratory in supporting scientific process skills show a high level of satisfaction. 84% of students believe that the virtual laboratory is supported by very clear instructions and explanations. Virtual laboratories also serve as a good recommendation due to the lack of laboratory facilities. 91% of pre-service elementary teachers agree that a virtual laboratory with clear guidance can develop science process skills. They can control variables present in the virtual lab, thus being able to explore existing scientific concepts. There is a positive influence between the perception of using a virtual laboratory and the science process skills of pre-service elementary teachers.