Investigating the trends of developing students’ experimental competency through inquiry-based laboratory approach: A systematic literature review

Abstract

This systematic literature review aims to analyze research trends in inquiry-based laboratory on the development of students’ experimental competency. The review followed a PRISMA approach. This study applied PRISMA by conducting a comprehensive literature search across two prominent online databases SCOPUS and ERIC. As a result, we identified 48 studies published between 2011 and 2021, which are categorized into eight distinct themes: (1) the traditional laboratory and inquiry-based laboratory (IBL), (2) IBL implementation and curriculum, (3) types of IBL, (4) students’ perceptions of teaching assistants and benefits of IBL, (5) IBL to enhance skills and knowledge, (6) students’ attitude towards IBL, (7) the factors support student learning in IBL, (8) IBL to improve students’ autonomy and self-efficacy. Hence, it is suggested that future research focus more on applying IBL for General Physics Laboratory courses to improve physics teacher education students’ experimental competency.