The Influence of STEM Assisted by Virtual Laboratory Media on Physics Learning: A Literature Study

Abstract

This literature study aims to analyze the influence of the STEM approach assisted by virtual laboratories in physics learning based on the findings of previous studies. The method used is a literature study with a descriptive qualitative approach. Data were obtained from 29 scientific articles relevant to the STEM approach, virtual   laboratories, and physics learning within the period 2017-2026. The analysis technique used was content analysis through the identification of patterns of findings, advantages, constraints, and trends in research results. The results of the study indicate that the integration of the STEM approach with virtual laboratories provides the most dominant contribution to improving conceptual understanding, higher-order thinking skills, and students' learning motivation, while also supporting learning outcomes, problem-solving abilities, and student engagement in physics learning. Virtual laboratories help visualize abstract physics concepts through interactive simulations, while the STEM approach encourages students to connect physics concepts with real-world problems contextually. However, the implementation of this learning approach still faces several obstacles, such as limitations in developing real practical skills, teacher readiness, instructional design, and the availability of technological facilities. Therefore, the STEM approach assisted by virtual laboratories can become an effective, interactive, and relevant innovation in physics learning in response to the demands of twenty-first-century learning.