Implementation of Amrita OLabs Virtual Practicum in Science Learning on Students' Science Literacy: A Systematic Literature Review
Keywords:
Amrita OLabs, virtual laboratory, science education, scientific literacy, inquiry-based learning indexing of the papers, are to be givenAbstract
Scientific literacy is an essential competency for students in the twenty-first century. However, the scientific literacy achievement of Indonesian students remains below the international average, highlighting the need for innovative science learning approaches. This study aimed to examine the implementation of Amrita OLabs in science education and its impact on students’ scientific literacy. The study employed a Systematic Literature Review method using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework. Relevant articles were identified from Scopus, Google Scholar, and Semantic Scholar databases and selected based on predetermined inclusion and exclusion criteria. Fourteen articles published between 2021 and 2025 were included in the review. The findings indicate that Amrita OLabs and similar virtual laboratories positively contribute to students’ scientific literacy, particularly in conceptual understanding and scientific process skills. Interactive simulations and inquiry-based activities support students in understanding scientific concepts, conducting investigations, and interpreting evidence. Several studies also reported improvements in students’ motivation, engagement, and independent learning. The effectiveness of implementation is influenced by instructional approaches, learning topics, students’ initial literacy levels, and technological accessibility. Overall, Amrita OLabs has considerable potential to support science learning and improve students’ scientific literacy when integrated with appropriate pedagogical strategies.
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