The Impact of Inquiry-Based Virtual Laboratory on Students' Inquiring Abilities

Abstract

This study aimed to determine the ability of inquiring in the class using an inquirybased virtual laboratory. The research design of this study was based on quasiexperimental research using the pre-test post-test non-equivalent control group design. The results showed that the inquiring abilities for the experimental class had increased as a result of the learning process. A significant value was obtained based on the t-test for the experimental class. In the control class, there was an increase in the process of asking questions, making hypotheses and conclusions and communicating. A significant difference was found in the inquiring abilities of students in the classroom using the inquiry-based virtual laboratories as compared to students who had not used the virtual laboratory.