Analysis of the Implementation of a Tinkercad-Assisted Inquiry-Based Learning Model in Electrical Circuit Instruction

Riskawati Riskawati (Universitas Negeri Makassar)
M. A. Martawijaya (Universitas Negeri Makassar)
Nasrul Ihsan (Universitas Negeri Makassar)
Dirgah Kaso Sanusi (Universitas Negeri Makassar)
Ihfa Indira Nurnaifah Idris (Universitas Negeri Makassar)
Sitti Rahma Yunus (The University of Queensland)

Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu
Vol. 7 No. 1 (2027): Januari - Juni 2027

The urgency of this study lies in addressing students’ difficulties in understanding electrical circuits through an inquiry-based learning approach supported by Tinkercad. This study aimed to analyze the implementation of an inquiry learning model assisted by Tinkercad in teaching electrical circuit concepts at the senior high school level. The study employed a descriptive research design involving students and a physics teacher in a senior high school. Data were collected through classroom observations, student worksheets (LKPD), and teacher interviews. The implementation of the inquiry learning model was evaluated based on the achievement of each inquiry learning stage, while student worksheet results were used to assess learning outcomes related to conceptual understanding, process skills, analytical skills, conclusion drawing, and concept integration. The findings showed that all stages of the inquiry learning model were successfully implemented according to the planned procedures. Students demonstrated the highest level of engagement during the data collection stage through electrical circuit simulations using Tinkercad. The average student worksheet achievement reached 85%, categorized as very good. The highest score was obtained in conceptual understanding (91%), while the lowest score was found in conclusion-drawing skills (79%). Teacher interview results revealed positive perceptions of Tinkercad, particularly in its ability to visualize abstract electrical concepts, facilitate student exploration, and provide an alternative to conventional laboratory activities. Despite these positive findings, some students still required guidance in formulating hypotheses and drawing scientific conclusions. This study concludes that the integration of inquiry-based learning and Tinkercad can support the implementation of electrical circuit learning by providing a more interactive, exploratory, and student-centered learning environment. The findings contribute to the growing use of virtual laboratory technology in physics education, particularly in schools with limited laboratory facilities.