<![CDATA[Penelitian ini bertujuan untuk: mengetahui (1) kelayakan virtual laboratory IPA berpendekatan inkuiri terbimbing materi Omosis menurut dosen ahli dan guru IPA SMP; (2) respon peserta didik terhadap virtual laboratory IPA berpendekatan inkuiri terbimbing materi Osmosis; dan (3) peningkatan kemampuan analisis siswa setelah menggunakan virtual laboratory IPA berpendekatan inkuiri terbimbing materi Osmosis. Penelitian ini menggunakan model pengembangan 4-D, dengan tahapan pendefinisian masalah dalam pembelajaran IPA, tahapan perancangan pemenuhan kebutuhan media pembelajaran, tahap pengembangan yakni tahapan validasi dan uji produk, dan tahap penyebarluasan produk dilakukan secara terbatas di SMP Negeri 1 Minggir. Hasil penelitian menunjukan bahwa: (1) virtual laboratory IPA berpendekatan inkuiri terbimbing materi Osmosis dinyatakan layak oleh validator dosen ahli dan guru IPA SMP dengan kategori yang sangat baik (A); (2) respon peserta didik terhadap virtual laboratory IPA materi Osmosis sangat baik sebesar 82%; dan (3) peningkatan kemampuan analisis peserta didik setelah menggunakan virtual laboratory IPA berpendekatan inkuiri terbimbing dengan perhitungan N-gain score sebesar 0,61 yang masuk kategori sedang.Kata kunci: virtual laboratory IPA, pendekatan inkuiri terbimbing, kemampuan analisis.This research conducted to: know (1) the feasibility of science virtual laboratory using guided inquiry approach in Osmosis material based on expert lecturers and science teacher of SMP; (2) student’s response towards science virtual laboratory using guided inquiry approach in Osmosis material; and (3) the improvement of analytical ability of students after using science virtual laboratory using guided inquiry approach in osmosis material. This researchy used 4-D development model, with stage of definition problem in science learning, design stage of fulfillment learning needs, development stage is the validation stage and product test, and the product dissemination stage is limited in SMP Negeri 1 Minggir. The result of this research show that: (1) science virtual laboratory using guided inquiry approach in osmosis material is feasible declared by the validator lecturers and teachers with very good category (A); (2) student’s response towards science virtual laboratory using guided inquiry approach in osmosis material was very good by 82%; and (3) improvement of student’s analytical ability after using science virtual laboratory using guided inquiry approach in osmosis material with N-gain score calculation equal to 0.61 in the medium category.Keywords: science virtual laboratory, guided inquiry approach, analytical ability]]>
