Virtual Laboratory–Assisted RADEC Courseware for Enhancing Conceptual Change in Elementary Teacher Education

Abstract

Conceptual change is a crucial aspect of science learning, particularly for pre-service primary school teacher students who will become educators at the elementary level. However, science instruction in teacher education programs still faces various challenges, especially in helping students understand abstract concepts and overcome pre-existing misconceptions. This study aims to examine the effect of science courseware based on the RADEC learning model (Read, Answer, Discuss, Explain, Create) assisted by a virtual laboratory on students’ conceptual change in excretory system. A quasi-experimental method with a pretest–post-test non-equivalent control group design was employed. The research sample was selected using random sampling, resulting in 39 students from Class A as the experimental group, who received the RADEC model assisted by a virtual laboratory, and 39 students from Class B as the control group, who did not receive the treatment. Data were collected through a conceptual change test and analyzed using a paired-sample t-test with SPSS. The results showed that t-count > t-table (2.04 > 1.66) and p-value = 0.015 (p <0.05). It can be concluded that science courseware based on the RADEC learning model assisted by a virtual laboratory has a significant effect on students’ conceptual change. The integration of virtual laboratory activities within the RADEC stages effectively facilitates active engagement, reflection, and deeper conceptual understanding.