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

  • Neravio Lumens Karsita Oravelle Institute of Technological Pedagogy , Tonga
  • Selphira Daneth Auviora Oravelle Institute of Technological Pedagogy , Tokelau
DOI: https://doi.org/10.30599/jipfri.v9i2.4852

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.

Keywords: virtual instrumentation, physics laboratory, scientific reasoning, digital learning media, experimental physics

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