Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 1033–1042

DOI: 10.18502/kss.v9i13.16029

Arief Muliandiarief.muliandi306@upi.eduDepartment of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung, West Java 40154

Achmad SamsudinDepartment of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung, West Java 40154

Parlindungan SinagaDepartment of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung, West Java 40154

‎ NgadiminDepartment of Physics Education, Universitas Syiah Kuala, Jl. Teuku Nyak Arief No. 441, Banda Aceh 23111

Virtual and real (VIRAL) laboratories are instructive facilities that can improve both learning results and have their particular advantages. The merger of the two laboratories is expected to significantly increase the effectiveness of the laboratory in learning physics. This study aimed to analyze laboratory activities, especially the VIRAL Lab on school physics subjects in Aceh. The study was conducted on 33 school Physics instructors (8 male and 25 female) in Aceh. This study used a survey method with a questionnaire instrument for laboratory usability investigation. The analysis used was descriptive quantitative. The results of the study illustrate that more than 80% of physics teachers in Aceh require hands-on and virtual labs in online and offline learning, 97% of physics teachers in Aceh still require virtual lab designs, and only 39.3% of teachers have combined VIRAL labs in one physics subject in Aceh.

Keywords: VIRAL lab, teacher’s needs, physics lab

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