<![CDATA[Laboratory activities are fundamental to physics education because they integrate theoretical concepts with observation, measurement, and scientific reasoning. However, Basic Physics practicum often presents procedural and technical challenges, as students may enter laboratory sessions with limited familiarity with experimental procedures, equipment operation, and preparation requirements. This study aimed to analyze Physics Education students’ perceived needs for developing a web-based virtual laboratory as a complementary pre-laboratory learning environment for Basic Physics practicum. A quantitative-dominant descriptive survey with an embedded qualitative component was conducted involving 39 undergraduate Physics Education students who had completed the Basic Physics practicum. Data were collected through a questionnaire consisting of Likert-scale items, multiple-response questions, and open-ended responses. Quantitative data were analyzed using descriptive statistics and Cronbach’s alpha reliability analysis, while qualitative responses were examined using inductive semantic thematic analysis. The results showed strong overall need for and acceptance of the proposed virtual laboratory, with a composite mean score of 3.59 (SD = 0.59). Students particularly perceived the potential benefits of virtual laboratories for supporting conceptual understanding, providing interactive learning media, and improving preparation before laboratory sessions. The most frequently requested features were equipment-use demonstration videos (79.5%), interactive simulations (76.9%), and step-by-step practicum guidance (74.4%). Open-ended responses revealed that equipment and facility limitations were the most frequently reported practicum challenge (56.4%). The novelty of this study lies in conducting a user-needs analysis before virtual laboratory development and translating students’ experiences and expectations into context-specific design requirements. The findings indicate that a virtual laboratory should be designed as a complementary pre-laboratory environment rather than a replacement for physical laboratory activities. This study contributes to physics education by providing an evidence-based foundation for developing learner-centered virtual laboratory systems aligned with students’ needs and institutional laboratory contexts.]]>
