Manuscript received February 11, 2024; revised April 3, 2024; accepted April 15, 2024; published September 19, 2024
Abstract—Virtual inquiry has emerged as a new trend in science learning by conducting scientific investigations through digital platforms. The context of this study focuses on developing the Science Virtual Inquiry Web (WIV-S) to improve prospective science teacher students’ inquiry abilities and digital literacy. The development method in this study refers to the Hannafin-Peck model with three main phases: needs assessment, design, and development/implementation. Research instruments included interview guidelines, observations, and questionnaires, with a sample size of 58 participants. The research produced a WIV-S physics e-learning prototype, which was declared feasible according to expert judgment of content, media, and learning. Students responded positively to WIV-S, which has provided meaningful, exploration-based learning opportunities and ease of conducting virtual-based scientific investigations.
Keywords—virtual inquiry web, digital literacy, inquiry abilities, teacher professional development, technology-based science learning
Cite: Iwan P. Suwarna and Zulfiani Zulfiani, "Development of WIV-S Physics e-Learning to Improve Inquiry Abilities and Digital Literacy of Prospective Science Teacher Students," International Journal of Information and Education Technology vol. 14, no. 9, pp. 1291-1298, 2024.