Beyond Traditional Practicums: Exploring the Potential of Scalable Practicum in Science Courses

This study aims: (1) To find out the differences in learning outcomes of students who are taught using virtual and real lab; (2) To find out the correlation between learning styles with student learning outcomes by applying PBL models using virtual and real lab; (3) To find out the interaction between class and student learning style on student learning outcomes. Analysis results: (1) differences in student learning outcomes by applying PBL using a virtual lab (78.269 ± 9,994) and real lab (70.96 ± 8.834) where t-test (2.794) and sig 0.007 <0.05 are obtained; (2) There is a very significant relationship between the two variables in the experimental class-I and II, which obtained a correlation value of 1 (sig. 0,000 <0.05); (3) There are interactions between classes using virtual and real labs and student learning styles on student learning outcomes. Interaction analysis obtained results between columns (A) Fhit 58,480> F table 3.20 (sig 0,000 <0.05) means that factor A is real; inter-row results (B) Fhit of 0.070 <F table 4.05 (sig 0.932> 0.05) means that the factor B is not significant; interaction results (AB) Fhit of 86.41> F table 3.20 (sig 0.000 <0.05) means that the real AB factor

в статье приведены примеры применения доступных средств информационных технологий на уроках математики в средней школе в рамках учебного курса «Вероятность и статистика». Рассматривается использование виртуальной лаборатории «Теория вероятностей» из комплекта «1С: Урок – Библиотека интерактивных материалов». Использование виртуальных лабораторий позволяет повысить наглядность преподаваемого материала за счет интерактивности и визуализации самих экспериментов, способствовать развитию навыков работы с данными и повышению интереса к предмету. Интерактивные элементы лаборатории делают уроки более увлекательными и интересными, что способствует повышению мотивации учеников. Применение виртуальной лаборатории на уроках позволяет ученикам проводить случайные эксперименты, обрабатывать полученные статистические данные и демонстрировать результаты обработки в виде графиков. В статье подробно описывается, как использовать интерактивные демонстрации-исследования, тренажёры и лабораторные работы, входящие в состав виртуальной лаборатории. Также приводятся примеры, которые демонстрируют эффективность использования виртуальной лаборатории на уроках. Статья будет полезна учителям математики, методистам и всем, кто интересуется применением современных технологий в образовании. Она может быть использована для разработки новых методик преподавания теории вероятности и статистики в средней школе. the article provides examples of the use of available information technology tools in mathematics lessons in secondary school as part of the training course “Probability and Statistics”. The use of the virtual laboratory “Probability Theory” from the kit “1C: The lesson is a library of interactive materials” is considered. The use of virtual laboratories makes it possible to increase the visibility of the taught material through interactivity and visualization of the experiments themselves, promote the development of data skills and increase interest in the subject. Interactive elements of the laboratory make lessons more exciting and interesting, which helps to increase the motivation of students. The use of a virtual laboratory in the classroom allows students to conduct random experiments, process the obtained statistical data and demonstrate the results of processing in the form of graphs. The article describes in detail how to use interactive research demonstrations, simulators and laboratory work included in the virtual laboratory. There are also examples that demonstrate the effectiveness of using a virtual laboratory in the classroom. The article will be useful for mathematics teachers, methodologists and anyone interested in the use of modern technologies in education. It can be used to develop new methods of teaching probability theory and statistics in secondary schools.

This study investigates the utilisation of virtual laboratories as a supplement to conventional laboratory settings for conducting formal science experiments. Although previous research acknowledges the growing integration of digital tools in science education, there remains limited empirical evidence comparing the effectiveness of virtual and traditional laboratory experiences in supporting conceptual understanding. Addressing this gap, the study aimed to examine whether virtual laboratory instruction enhances academic achievement in physical sciences to the same extent as traditional laboratory methods. A quasi-experimental design was employed using pre- and post-test achievement scores, and the treatment involved conducting an acid-base titration activity through a virtual laboratory. The participants consisted of two hundred and eleven grade eleven physical science learners selected through random sampling. Data were analysed using independent t-tests and analysis of variance. The findings indicate that the type of experimental environment influences learner performance, yet no meaningful difference was found between virtual and traditional laboratory groups. Both approaches contributed similarly to improved conceptual comprehension. The study implies that virtual laboratories can serve as viable alternatives where conventional facilities are limited, supporting flexible and accessible science instruction. Keywords: Conceptual comprehension; physical sciences; virtual laboratories; science education; traditional laboratories.

The process and student learning outcomes in science learning material properties of light is a problem faced by class IV SD Negeri 3 Mengwi. Student activity and learning outcomes have not been maximized because the teacher delivered science learning materials using the lecture method. This is the background of the researchers to conduct research with the aim of improving the process and learning outcomes of science with material properties of light with learning models Contextual Teaching and Learning. This research is a type of classroom action research conducted in SD Negeri 3 Mengwi. The subjects of this study were fourth grade students, amounting to 27 students consisting of 14 female students and 13 male students. The implementation of this study used 2 cycles. Instruments used to collect data are observation sheets, interviews, documentation and test questions. The results of this study indicate that science learning outcomes with material properties of light using the Contextual Teaching and Learning model in SD Negeri 3 Mengwi have increased in two cycles with quite satisfactory values. There was an increase in learning outcomes from cycle 1 an average value of 68.51 to 75.37 in cycle 2. In addition, there was an increase in the learning process of students in science learning carried out by teachers using the Contextual Teaching and Learning model.
 
 Keywords: Learning process, learning outcomes, Contextual Teaching and Learning

This study investigates how artificial intelligence (AI)-supported virtual laboratories impact scientific learning among international middle school students in Türkiye. Findings indicate that students find AI highly beneficial in understanding complex topics, accessing accurate information in discussions, and learning foreign language terminology. Students have a positive attitude toward the use of virtual laboratories and AI and are eager to use these tools again. While language barriers (especially in communicating with teachers) remain a significant challenge, students demonstrate strong collaboration and problem-solving skills. While there is a tendency to work with peers who speak their own language, this preference is not absolute. The results suggest that AI-supported virtual laboratories enrich scientific learning, enhance problem-solving skills, and offer the potential to overcome language barriers. These findings emphasize the need for educators to develop language support and intercultural collaboration strategies.

Efforts to Improve Learning Outcomes of Natural Sciences Through the Use of the Tife STAD Cooperative Learning Model in Class VII A Students of MTs Negeri 8 Tasikmalaya. This study aims to determine student learning outcomes between Tife STAD Cooperative Learning in Natural Sciences. The study was conducted at MTs Negeri 8 Tasikmalaya by taking a sample of one class, class VII A. The research method used was the Tife STAD Cooperative Learning Model, a research model using data collection instruments for student learning outcomes through group discussion. Based on the results of data processing and discussion of research results that have been conducted by researchers, it can be concluded as follows: In Cycle I the average score of science learning outcomes is 22,159 (73.86%) of the ideal score that can be achieved by students 20 (100%) and the standard deviation is 3.108. In the second cycle the average score of science learning outcomes is 24.316 (81.05%) of the ideal score that can be achieved is 30 (100%) and the standard deviation is 2.689. STAD model Cooperative Learning in science learning can improve student activities and learning outcomes. Based on the findings above, the author can suggest, advanced researchers can integrate several learning models that can be integrated into the STAD Type Cooperative Learning model so that the success rate will be even greater. A contextual approach to STAD Type Cooperative Learning can be an alternative as an effort to improve the completeness of student learning outcomes and activate the learning process. To overcome the problems mentioned above, it is necessary to strive for a learning approach that can be used to make learning more active, which is a learning concept to help teachers link material taught with students 'daily lives and encourage students to make connections between students' initial knowledge and application in life as family and community members. STAD Cooperative Learning Type because this model is the simplest cooperative learning model so that students can more easily understand and do learning in groups. The STAD cooperative learning model is very effective to be used for science learning. The results showed that there were differences in student learning outcomes in science lessons using the Tife STAD Cooperative Learning Model. learning outcomes in classrooms that are treated with such learning better.

This chapter draws from the experience of the Israeli kibbutz to address the question of why middle-class students are more successful in the competition to enter higher education. The chapter provides a conceptual framework for measuring equal opportunity in education. It then describes the problem of equal opportunity in access to higher education in Israel. It also provides some background on the organization of the kibbutz and its education system. The last section of the chapter presents the data and the findings of statistical analysis.

This research aims to evaluate student perceptions of the online learning experience at the Universitas Terbuka, focusing on its impact on student satisfaction, active involvement, and achievement of learning outcomes. Educational program evaluation methods are used to detail and analyze various aspects of perceptions that emerge during the online learning experience. This research involved the active participation of students from various study programs at the Universitas Terbuka. Data collection was carried out through surveys, in-depth interviews, and analysis of student reflections on online learning experiences. The evaluation results are aimed at providing in-depth insight into the extent to which online learning meets student expectations, the obstacles faced, and suggestions for improving the quality of online learning in an Universitas Terbuka environment. It is hoped that the results of this research will provide valuable information for the Universitas Terbuka in developing online learning strategies that are more effective and responsive to student needs. This evaluation focuses not only on technical aspects but also on dimensions of students' personal and academic experiences, creating a holistic educational program evaluation framework.

Equality of opportunity in education refers to the right of students to access compulsory education and to have equal opportunities in the process of education. In addition to offering many solutions to ensure equality of opportunity in education, there are also many obstacles. As a matter of fact, educational technologies are considered as an option in terms of having an effect on individuals having equal opportunities in the education process. Educational technologies can be seen as a solution to existing inequalities in order to provide equality of opportunity in education. From this point of view, in this study, it is aimed to determine the thoughts on the use of educational technologies in the education-teaching process in the context of social inequalities. In the study, the qualitative research design of phenomenology was used and ten teachers working in different branches in private and public schools were interviewed. Semi-structured interview technique was used as the data collection method and the interviews were conducted online with the teachers. Deductive analysis method was used to analyze the data. In the study, first of all, literature review was made in the context of social inequalities and themes were determined within the framework of the literature. The themes revealed were discussed as gender, socioeconomic level, parental education level, technology use proficiency of teachers and students with special needs. Within the scope of the themes obtained, teachers’ opinions and suggestions regarding the impact of educational technologies within the framework of the concept of equality of opportunity in education were included.

This study aimed to identify the reality of using virtual laboratories in teaching at the University of Jordan from the Viewpoint of faculty members, and the effect of variables: college, academic rank, gender, and years of experience on the reality of faculty members’ use of virtual laboratories in teaching. The study population and its sample consisted of all faculty members who teach courses that include practical credits in the faculties of Engineering & Science at the University of Jordan. To achieve the objectives of the study, a questionnaire consisting of (23) items was developed and then distributed -after verifying its validity and reliability- to the study sample in the second semester of 2020/2021. The results showed that the level of using virtual laboratories in teaching was medium. Further, they indicated that there were no statistically significant differences between the means of the estimates of the members of the study sample due to the variables of college, academic rank, gender, and years of experience.

The integration of Artificial Intelligence (AI) in virtual practical labs is revolutionizing the education sector by providing immersive, adaptive, and cost-effective learning experiences. Virtual labs offer significant advantages, such as flexibility, scalability, and accessibility. This paper explores the current state of AI-driven virtual labs, their benefits, challenges, and future prospect, especially in the context of STEM education and research.We analyse AI applications in laboratory simulations, personalized learning, automated assessment, and real-time feedback. Virtual practical lab powered by AI – enhance Virtual Practical labs provide impressive, interactive ,and personalized learning experience, enabling students to conduct experiments in simulated environment that conduct mimic real- world scenarios .Furthermore, we discuss ethical considerations, technological advancements, and case studies of AI-based virtual labs in science, engineering, and medical education. It’s impact on modern education, and the challenges associated with the implementation. The research concludes with recommendations for optimizing AI in virtual practical labs for enhanced pedagogical outcomes.

Abstract. The research aimed to assess the improvement of students' creative thinking skills through the implementation of the Case Based Learning (CBL) model, supported by a Virtual Laboratory, in the topic of Optics. The method used was Classroom Action Research (CAR) involving 41 students from class XI MIPA 6 at SMA Negeri 6, Kabupaten Tangerang. The research was designed in three cycles, each consisting of four stages: planning, action, observation, and reflection. The results indicated that the application of the CBL model, assisted by the Virtual Laboratory, significantly enhanced students' creative thinking abilities. The average percentage of students categorized as "Highly Creative" increased from 12.1% in the first cycle, to 29.2% in the second cycle, and reached 58.04% in the third cycle. Meanwhile, the percentage of students in the "Not Creative" category decreased from 24.3% in the first cycle, to 9.7% in the second cycle, and dropped to 0% in the third cycle. These findings suggest that integrating the CBL model with a virtual laboratory is not only effective in boosting creative thinking skills but also in deepening students' understanding of physics concepts visually. The implications of this research indicate that the use of Virtual Laboratory within the CBL model provides a strong framework for innovative teaching practices in physics education, which can enhance the effectiveness of learning and student motivation.

In the realm of science education, the utilization of technology has emerged as a powerful tool to enhance student engagement and learning outcomes. This abstract introduces "The Virtual Scientist," an interactive website developed by our team, which enables students to conduct virtual experiments in a 360-degree virtual laboratory. The software employs gamified practical activities and interactive videos to provide students with a realistic laboratory experience, even in remote learning situations. The primary aim of The Virtual Scientist is to bridge the gap between theoretical knowledge and practical application, catering to high school and university students. Additionally, the software is being expanded to accommodate preschool and primary school students, offering age-appropriate virtual experiments. Notably, this innovative platform has gained recognition on a global scale, being adopted by educators worldwide. (Tauber et al, 2022) Recognizing the limitations faced by schools in remote and regional areas lacking laboratory facilities, the team behind The Virtual Scientist embarked on a project to develop laboratory experiments aligned with the Queensland syllabus for senior science. The objective is to provide regional and disadvantaged students with access to these resources, allowing them to complete their mandatory experiments through the website (Levonis et al, 2020). By eliminating geographical constraints, this project aims to provide equal opportunities for all students, regardless of their location. Looking ahead, the team envisions expanding The Virtual Scientist to cater to a broader range of scientific disciplines. The Virtual Scientist represents an Innovative and transformative approach to science education. By leveraging gamified practical activities and interactive videos (Deterding et al, 2011), this virtual laboratory overcomes the limitations of traditional classrooms, particularly for students in remote or disadvantaged areas. The success and recognition of this platform attest to its potential to revolutionize science education globally, empowering students to engage in practical experimentation and fostering a passion for scientific inquiry. The innovative work behind "The Virtual Scientist" has received notable recognition. The authors have been honored with the prestigious AAUT National Teaching Citation Award Citation for Outstanding Contributions to Student Learning and the RSC Horizon Education international award. These awards underscore the exceptional contributions of "The Virtual Scientist" to science education and its impact on student learning.

Critical thinking skills are important for students to have for their future. One way to improve it is to apply virtual laboratory learning media to Science subjects. This study aims to analyze the implementation of virtual labs to improve students' critical thinking skills in science learning. This qualitative descriptive research uses content analysis study method. Researchers collect and classify various research results on the application of Virtual Laboratory (VL) from the S1-S3 Journal of Sinta using the PRISMA method and analyze them using a research instrument in the form of a Paper Classification Form (PCF). As a result, research on the use of virtual laboratories to improve students' critical thinking skills in science learning continues to increase from year to year, from high school to university levels. PhET and virtual labs developed by researchers when applied in class using inquiry models or STEM approaches or experimental methods have been proven to be able to effectively stimulate students to think critically

Development and extensive use of virtual laboratories (VLs) in various subject domains is a really actual practical task of our time. Universal platforms such as Unity, OpenSim as well as object-oriented and web-oriented high-level languages (C#, JavaScript, Java, PHP) are used for VLs implementation. A significant progress already has been achieved in simulation (modeling) of real-world objects and systems, in providing a trainee's interface, as well as in forming a bank of exercises and tasks. But the task of trainees' actions assessment in VLs has not yet been solved in its full completeness. The goals of this research work are: to develop a mathematical model of a virtual laboratory, which includes a complex of computer-based simulation systems of measuring devices; to develop a method of trainee's actions assessment in a virtual laboratory; to realize and integrate a virtual laboratory into the learning process.