Virtual Instrumentation-Based Learning Media for Improving Scientific Reasoning Skills in Basic Physics Experiments

Abstract

The development of virtual instrumentation in physics education has opened new possibilities for enhancing students’ scientific reasoning skills. This study aims to design and evaluate a virtual instrumentation-based learning media to support basic physics experiments in higher education. The media enables students to conduct simulated measurements, analyze experimental data, and interpret results through interactive interfaces. A quasi-experimental approach was applied involving undergraduate students enrolled in a basic physics laboratory course. Scientific reasoning skills were measured using pre-test and post-test instruments covering hypothesis formulation, data interpretation, and conclusion drawing. The results demonstrate a significant improvement in students’ scientific reasoning abilities, indicating that virtual instrumentation can effectively substitute and complement conventional laboratory activities.