The Inquiry Collaborative Learning Design Virtual Laboratory Based And Remote Virtual

Wilda Susanti, Gusrio Tendra, Rangga Rahmadian Yuliendi, Arden Simeru, Johan Johan, Rudi Mulya


This study investigated the design of learning in a virtual laboratory through collaborative inquiry and its effect on student knowledge. Learning design produces learning models that are measured based on validity, practicality, and effectiveness. The research method uses research and development that produces products and product effectiveness. The trial results were conducted on a small scale on eight students to measure the quality of student learning. To test the validity of the product through expert assistance, all the answers of the validator were calculated using Aiken's V validity coefficient. Further findings implied that students have begun to accept technology as a learning tool and provided opportunities for universities in learning development.


Learning design, inquiry collaborative learning, virtual laboratory

Full Text:



Bialik, M., & Fadel, C. (2015). Skills for the 21 st Century: What should students learn? Center for Curriculum Redesign, 3(4), 29. Khasanova, G., & Sanger, P. (2018). Collaborative Project-Based Learning in Training of Engineering Students (pp. 293–298). Krismadinata, K., & Susanti, W. (2021). Comparison of Collaborative Learning Models to Improve Programming Competence. International Journal of Online and Biomedical Engineering (IJOE), 17(10), 48. Kwan, Y. W., & Wong, A. F. L. (2015). Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators. International Journal of Educational Research, 70, 68–79. Maarouf, S., Radhi, M., Vahé, N., Moustapha, D. A., Hamadou, S. H., Sandra, S., Saber, O., & Gerald, B. (2012). Collaborative activities in the remote laboratory work. 2012 15th International Conference on Interactive Collaborative Learning, ICL 2012. Ozer, O., Ayyildiz, I., & Esch, N. (2015). Project-based learning in a world focused on standards. A Practice-Based Model of STEM Teaching: STEM Students on the Stage (SOS), 63–73. Popkova, E. G., Ragulina, Y. V, & Bogoviz, A. V. (2019). Industry 4.0: Industrial Revolution of the 21 st Century. In Nature (Vol. 417, Issue 6885). Switzerland: Springer. Rivera, L. F. Z., & Petrie, M. M. L. (2016). Models of collaborative remote laboratories and integration with learning environments. International Journal of Online Engineering, 12(9), 14–21. Sturner, K. K., Bishop, P., & Lenhart, S. M. (2017). Developing Collaboration Skills in Team Undergraduate Research Experiences. Primus, 27(3), 370–388. Sudira, P. (2018). Metodologi Pembelajaran Vokasional Abad XXI Inovasi, Teori dan Praksis. Yogyakarta: UNY Press. Susanti, W. (2021). Pembelajaran aktif, kreatif, dan mandiri (Alviana (ed.)). Samudra Biru. Susanti, W., Jama, J., Krismadinata, Ramadhani, D., & Nasution, T. (2021). An overviuw of the teaching and learning process basic programming in algorithm and programming courses. Turkish Journal of Computer and Mathematics Education, 12(2), 2934–2944. Susanti, W., Ry, R., & Nasution, T. (2021). Online Learning Innovation in the Era and Post Covid-19 Pandemic. 608(Ictvet), 35–41. Trilling, B., & Fadel, C. (2010). 21St Century Skills: Learning for Life in Our Times. Choice Reviews Online, 47(10), 47-5788-47–5788. Vista, A., Kim, H., & Care, E. (2018). Use of data from 21st century skills assessments: Issues and key principles. October, 47. Wrahatnolo, T., & Munoto. (2018). 21St Centuries Skill Implication on Educational System. IOP Conference Series: Materials Science and Engineering, 296(1).