KnE Social Sciences

Published date: Jun 20 2025

Journal Title: KnE Social Sciences

Issue title: The International Conference on Teaching, Learning and Technology 2024 (ICTLT 2024)

Pages: 242 - 250

DOI: 10.18502/kss.v10i12.18908

Fransiska Astri Kusumastutifransiska.kusumastuti@binus.ac.idFaculty of Humaniora, Bina Nusantara University, Jakarta

Cucun SutinahMagister of Elementary Education, IKIP Siliwangi, Jawa Barat

This study investigates the effectiveness of online practicum activities utilizing PhET interactive virtual simulations in fostering scientific attitudes among 5th-grade elementary school students. Conducted using a quantitative descriptive approach, the research involved 100 students from a private elementary school in Bandung, Indonesia. Data collection instruments included a questionnaire to gauge students’ perceptions of scientific attitudes in virtual practicums and an observation rubric based on video recordings to evaluate scientific attitudes displayed by students individually and in groups. Quantitative data were analyzed using SPSS 25, while video recordings were qualitatively analyzed to identify emerging aspects of scientific attitudes. The findings revealed that the highest perception scores for individual activities were observed in the aspects of curiosity (79.7), and honesty (80.25). Qualitative analysis of the practicum recordings indicated that the most prominent scientific attitude aspects exhibited by students working individually were accuracy, curiosity, responsibility, discipline, and honesty. These results suggest that online practicum activities supported by interactive PhET simulations effectively promote the development of scientific attitudes, making them a viable alternative for science learning in online education settings.

Keywords: elementary science education, virtual laboratory, scientific attitude

[1] Gardner PL. Attitudes to Science : A Review. Stud Sci Educ. 1975;2(1):1–41.

[2] Irwanto I. (2018). Using Virtual Labs To Enhance Students’ Thinking Abilities, Skills, And Scientific Attitudes. https://doi.org/10.31227/osf.io/vqnkz.

[3] Rosli R, Ishak NA. Post Covid-19: Assessing Secondary School Students’ and Teachers’ Perception of Virtual Labs Versus Traditional Labs in Biology Education. Global Journal of Educational Research and Management. 2024;4(1):15–26.

[4] Hadiati S, Kuswanto H, Rosana D, Pramuda A. The effect of laboratory work style and reasoning with Arduino to improve scientific attitude. Int J Instr. 2019;12(2):321–36.

[5] Ratamun, M. M., & Osman, K. (2018). The Effectiveness of Virtual Lab Compared to Physical Lab in the Mastery of Science Process Skills for Chemistry Experiment. Problems of Education in the 21st Century, 76(4), 544-560.

[6] Ambusaidi A, Al Musawi A, Al-Balushi S, Al-Balushi K. The impact of virtual lab learning experiences on 9th grade students’ achievement and their attitudes towards science and learning by virtual lab. Journal of Turkish Science Education. 2018;15(2):13–29.

[7] Masita SI, Donuata PB, Ete AA, Rusdin ME. Penggunaan Phet Simulation dalam meningkatan pemahaman konsep fisika peserta didik. Jurnal Penelitian Pendidikan Fisika. 2020;5(2):136–41.

[8] Sumargo E, Yuanita L. Penerapan Media Laboratorium Virtual (Phet) Pada Materi Laju Reaksi Dengan Model Pengajaran Langsung (The Application Of Virtual Laboratory Media (Phet) At Reaction Rate Subject Using Direct Instruction Model). Unesa Journal of Chemical Education. 2014;3(1):119–33.

[9] Astuti TN, Sugiyarto KH, Ikhsan J. Effect of 3D Visualization on Students’ Critical Thinking Skills and Scientific Attitude in Chemistry. Int J Instr. 2020;13(1):151–64.

[10] Wildayanto A, Sudarmin S, Nugroho SE. Analysis of Science Literation and Scientific Attitude at Temperature and Calor. Journal of Innovative Science Education. 2020;9(2):151–8.

[11] Ekawati EY. A model of scientific attitudes assessment by observation in physics learning based scientific approach: case study of dynamic fluid topic in high school [). IOP Publishing.]. J Phys Conf Ser. 2017;795(1):012056.

[12] Esler WK, Esler MK. (1996) Teaching elementary science. 7th ed. Wadsworth publishing company.

[13] Rampean B, Roheti E, Lengkong M. (2021, March). How Can Open Inquiry Enhancing Students’ Scientific Attitude Through Chemistry Learning? In 7th InternationalConference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020) (pp. 238-245). Atlantis Press.

[14] Harlen W, Qualter A. The teaching of science in primary schools. David Fulton Publishers; 2004.

[15] Zulirfan I, Osman K, Salehudin SN. Take-home-experiment: enhancing students’ scientific attitude. J Balt Sci Educ. 2018;17(5):828–37.

[16] Koo H, Yeo SI. Effects of pictorial representation on academic achievement and scientific attitude of elementary students. Journal of Science Education. 2016;40(2):131–43.

[17] Bautista NU, Boone WJ. Exploring the impact of TeachMET M lab virtual classroom teaching simulation on early childhood education majors’ self-efficacy beliefs. J Sci Teach Educ. 2015;26(3):237–62.

[18] Paris PG. E-Learning: A Study on Secondary Students’ Attitudes towards Online Web Assisted Learning. Int Educ J. 2004;5(1):98–112.

[19] Ilmi AM, Sunarno W. Development of TPACK based-physics learning media to improve HOTS and scientific attitude [). IOP Publishing.]. J Phys Conf Ser. 2020;1440(1):012049.

[20] Tüysüz C. The effect of the virtual laboratory on students’ achievement and attitude in chemistry. Int Online J Educ Sci. 2010;2(1):37–53.