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The virtual laboratory has been widely used in biology learning at all levels of education, but it remains a challenge for countries with technological shortages. Many biological concepts were abstract and difficult to be understood through simple explanation or even difficult to do in a laboratory. Utilization of virtual labs in biology learning, especially in higher education needs to be reviewed about the characteristics of contents, and function and its efficiency to assess the specific variables. Thus, this systematic review was carried out to analyze research articles published from 2010 to 2018. The articles were selected using the PRISMA. The articles were obtained from Google Scholar, the Science Direct, and the Journal of Science Education, ERIC, and Journal of Biological Education. In total, 199 articles were found. The general analysis was conducted. The results yielded 47 articles to be further analyzed by looking at the content and results of the study. Twenty-three articles were obtained and analyzed. Journal content analysis was focused on the selected topic, the dependent variables, sample size, effect size, research design, data collection techniques, research objectives, and the results. Cell or molecular biology was the most widely used topics in the virtual laboratory. Students’ conceptual understanding was the most studied variable, some studies examine students’ affective and psychomotor skills, but only a few studies examine the learning process. Most biology virtual labs were developed using the Adobe Flash Player application with 3D animation. The results suggested for further research to develop a virtual biology lab that is more inquiry-based, and capable of assessing students’ conceptual change and science process skills which not have been widely studied.

This study describes the higher-order thinking skills of students at the elementary school level using e-learning during the Covid-19 pandemic. The research subjects were 183 students at the elementary school level in Ngawi Regency, East Java. The data collection technique uses the HOTS development test which includes seven subjects, namely natural sciences (IPA), Pancasila and civic education (PPKn), Indonesia language, mathematics, social sciences (IPS), cultural arts and crafts (SBdP), and physical education, exercise, and health (PJOK). The results showed that students obtained the highest score of 96,7 and the lowest of 30,0. The percentage of subjects with the greatest difficulty through the use of e-learning was physical education, sports and health with a score of 54%, while subjects with the least difficulty were natural sciences with a score of 10%.

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This research aims to describe the creative thinking skills of students in science learning in elementary schools. This type of research is qualitative research with a case study approach. The technique of collecting data uses observation, interviews, and questionnaire. The research subjects in this study were fifth grade students of SD Negeri 1 Taruban, Nogosari, Boyolali which numbered 22 students and fifth grade teacher. Data analysis using descriptive analysis in the form of data reduction, data presentation, conclusion, and verification. Test validity data using source triangulation. The results showed that students' creative thinking skills were still low.