Dadan Rosana , Supahar, Sukardiyono, / JSER 2021, 5(2), 50 JSER Journal of Science Education Research Journal homepage: www.journal.uny.ac.id/jser Needs Analysis Blended Laboratory in The Context of the Adequacy of Supporting Facilities for Science Learning Using the Internet of Things and Augmented Reality Dadan Rosana 1* , Supahar 2 , Sukardiyono 3 1 Study Program of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta 2,3Study Program of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta + Corresponding Author: danrosana@uny.ac.id ABSTRACT Keywords: blended laboratory, laboratory facilities, IoT, AR The blended laboratory model in this study refers to an integrated laboratory concept combining synchronous (real laboratory activities) using the Internet of things (IoT) and asynchronous learning with augmented reality (AR). The application of blended laboratory model in science learning teachers is still low in Indonesia due to the lack of ICT support for online learning. This preliminary study was conducted to analyze the need for the development of the blended laboratory model with IoT and AR involving 45 science teachers and 42 junior high school students as the respondents with stratified random sampling technique. The research method employed survey and focus group discussion. The results of the study showed that (1) 67% of teachers and 92% of students have never used AR, (2) 72% of teachers and 89% of students have never utilized IoT, (3) 65% of science laboratories in the junior high school do not have proper devices for AR application, (5) 76% of science laboratories in the junior high schools are not facilitated with proper equipment for the IoT application, (6) the respondents stated that the development of blended laboratory is very important (72%) and important (18%) to support IT-based learning, especially to deal with the conditions after the Covid-19 outbreak. ©2021 JSER. Universitas Negeri Yogyakarta INTRODUCTION Covid-19 outbreak occurs along with the disruption era of the Industrial revolution 4.0 and society 5.0 that escalated the massive use of digital technology among the community and learning activities throughout the world including Indonesia. According to Jackman (Sharma & Thanaya, 2016), this 4.0 revolution era cannot be separated from the rapid ICT development since technology plays crucial role in this shift of sociocultural quantum. Currently, technology has totally changed the way of people life, such as the learning process. The teachers’ duties are now to balance skill building with technology, core principles and suitable learning experiences for optimal students’ development (Keoh et al., 2014). The challenge of science learning in the future is how to optimize ICT as part of the media that is needed both during and post Covid-19 pandemic. In addition, to anticipate the demands of the era of disruption, we need the partnership for the 21st century which can be identified from the four "Learning and Innovation skills" consisting of creativity, critical thinking, communication, collaboration (Bishop, 2017). This disruption era,