Effectiveness of Laboratories on Students’ Mastery of Science Process Skills in Basic Physics Laboratory

Abstract

The laboratory is a vital component in the Basic Physics Practicum learning process, playing a key role in developing students’ science process skills. This article aims to review the effectiveness of laboratory activities on students’ mastery of science process skills in the Basic Physics Practicum course through a literature review of both national and international research sources. The method used is a literature study with a qualitative-descriptive approach in accredited articles. The review results show that the use of laboratories particularly those adopting guided inquiry and project-based approaches significantly improves students’ science process skills, such as observation, data interpretation, hypothesis formulation, and communication of experimental results. Furthermore, the integration of laboratories with digital technologies also contributes positively to students’ motivation and engagement in the learning process. Thus, laboratories are proven to be effective in supporting the achievement of students’ science process skills. These findings emphasize the importance of optimizing laboratories as a means of active and contextual learning to improve the quality of Basic Physics Laboratory learning in higher education.