| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 106 === This study aimed to investigate the effectiveness of scaffolded inquiry-based physical (PL) and virtual laboratories (VL) on conceptual understanding, science process skills, inquiry self-efficacy, and enjoyment. The PL was a technology-enhanced laboratory utilizing the Camera Stopwatch and Smart Tools applications on smartphones, while the VL used PhET to simulate pendulum. In this quasi-experimental design, a total of 68 students of an Indonesian secondary school were randomly assigned to the PL and VL settings. The participants conducted the pendulum experiment guided by the scaffolded inquiry worksheet along with pre- and post-conceptual tests and inquiry self-efficacy questionnaires. Blending method was administered to enjoyment by using pre- and post enjoyment questionnaires and post-laboratory interviews. The result revealed that the scaffolded inquiry-based VL was as effective as the PL on simple concepts, but was more effective for improving difficult tests and inquiry self-efficacy. Nevertheless, the PL group performed better on crucial science process skills, that is, planning, experimenting, and further improvement of the experiment. Moreover, both the PL and VL significantly promoted enjoyment. It was concluded that the PL and VL were alternately successful for certain learning objectives.
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