Action Research Approach to Improve the Laboratory Competence

Study Case Action Research Approach to Improve the Laboratory Competence of Chemical Engineering Students Using Virtual Laboratory Media Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract This study aims to develop and evaluate the effectiveness of using virtual laboratory learning media in improving the basic laboratory skills of chemical engineering students during the independent learning process at home during the COVID-19 pandemic. This research falls under the category of action research, which refers to the five-stage cycle model as proposed by . The research subjects were undergraduate students majoring in chemical engineering at the University of Cincinnati. Data collection was conducted through observation and interviews using a chemical engineering basic laboratory skills observation sheet. Data analysis was performed using a mixed method approach with an explanatory sequential design. The results showed that in the second cycle, students were able to demonstrate a significant improvement in basic laboratory skills after conducting independent practicums using the developed virtual chemical engineering laboratory. This improvement was evident in every aspect of basic laboratory skills based on the results of the observations conducted. Keywords: virtual laboratory, chemical engineering, basic laboratory skills INTRODUCTION The COVID-19 pandemic has changed the learning system in the United States and various countries around the world over the past few years. The learning process, which was previously conducted face-to-face, had to switch to an online system, which posed a number of challenges for students and teachers. They were required to adapt to new MICHAEL KURNIAWAN 1 Study Case policies in the form of online learning . A greater challenge arose in the field of learning that requires practical activities in the laboratory. Government policies limiting face-to-face activities meant that laboratory activities in schools and universities could not be carried out directly, which led to a decline in the quality of experiment-based learning. Several universities that planned to postpone practical activities to the following semester were also unable to do so due to the prolonged pandemic. In response to this, various efforts were made to continue providing laboratory experiences for students during online learning. Several approaches used included: 1. Simple practical assignments at home with video guidance ; 2. Virtual practicals through online chemistry laboratory platforms ; 3. The use of simulation-based virtual laboratories ; and 4. Utilization of augmented reality in laboratory learning . The use of information and communication technology has proven to be effective in helping teachers deliver material during the COVID-19 pandemic . The use of virtual laboratories, for example, can increase student participation in accessing learning materials . In general, virtual laboratories are systems that can be used entirely in the learning process or as a support for conventional practical activities. However, further development is still needed because not all virtual media are freely available or suitable for the chemical engineering curriculum. As a support system, virtual laboratories serve to minimize errors during actual practical work, thereby reducing the risk of workplace accidents and damage to equipment and materials. Through simulation, students can repeat experimental procedures many times without fatal risk before carrying out the actual practical work. In this context, students can experiment with various scenarios and procedures to find the most optimal results . Basic chemical engineering laboratory skills include the ability to manage equipment and chemicals in the laboratory, such as how to take, mix, store, observe, and communicate experimental results with attention to work safety standards . These skills are an important foundation for students majoring in applied sciences, especially in the field of chemical engineering. Without adequate understanding and basic laboratory skills, the use of hazardous chemicals can pose serious safety risks . Furthermore, laboratory skills are not only important for academic activities, but also useful in everyday professional practice. For example, in the field of mechanical MICHAEL KURNIAWAN 2 Study Case engineering, the ability to handle flammable substances such as fuel, sulfuric acid (H₂SO₄), freon, or alcohol is crucial to prevent workplace accidents. Therefore, equipping students with basic chemical engineering laboratory skills through relevant courses is very important to support safety and work effectiveness in the future. RESEARCH METHOD This research falls under the category of action research, which aims to improve the learning system and enhance student competence. The research design refers to the model developed by Susman and Evered, which consists of five iterative cyclical stages, namely diagnosing, action planning, action taking, evaluating, and specifying learning . Each research cycle focuses on system improvement, in this case the development of a virtual chemical engineering laboratory, which is evaluated based on the level of student interest in accessing the laboratory platform. The indicators include the number and duration of student access to the media, as well as the improvement in basic laboratory skills acquired after participating in virtual independent practicums. Research Stages Each research cycle includes the following stages: 1. Diagnosing • Analyzing learning difficulties, facility conditions, and the online learning environment. • Identifying practical learning needs during the COVID-19 pandemic. 2. Action Planning • Designing and developing a prototype of the virtual laboratory media to be used. • Planning independent practical activities through the virtual chemical engineering laboratory. • Setting the expected learning achievement targets for students. 3. Action Taking • Implementing the development of a virtual chemical engineering laboratory. • Conducting independent practical activities using virtual media. • Assessing students' basic laboratory skills. 4. Evaluating • Evaluating the results of independent practical activities using virtual MICHAEL KURNIAWAN 3 Study Case laboratories. • Evaluating the achievement of learning objectives and the improvement of student competencies. 5. Specifying Learning • Documenting the results of practical learning to identify the strengths and weaknesses of the developed media. • Compiling recommendations and interventions for the next cycle to make the learning system more effective. Figure 1. Flowchart of action research in the development of a virtual chemical engineering laboratory at the University of Cincinnati. Research Population and Sample The population in this study was students taking Engineering Chemistry courses in one of the study programs at the University of Cincinnati. The research sample consisted of 10 students selected using purposive sampling, considering their location close to the campus to facilitate online research coordination and limited face-to-face meetings. Data were collected through interviews and observations using a closed-ended questionnaire observation sheet. Data analysis was conducted using a mixed method approach with an explanatory sequential design, in which quantitative data was analyzed first and then further explained through qualitative data. The research was declared complete when all respondents demonstrated basic chemical engineering laboratory skills after independent learning through a virtual laboratory and showed significant improvement when tested in a conventional laboratory. MICHAEL KURNIAWAN 4 Study Case Observed Basic Skills Components The basic chemical engineering laboratory skills that were the focus of observation in this study included: 1. Laboratory safety, 2. Experimental techniques, 3. Instrument handling, 4. Analytical methods, 5. Scientific writing and documentation of experimental results, and 6. Problem-solving skills RESULTS AND DISCUSSION This study was conducted in two cycles, in which in the second cycle all students who were the subjects of the study had demonstrated mastery of basic chemical engineering laboratory skills after conducting independent learning using virtual laboratories from their respective homes. Thus, the research objectives were achieved, and the research cycle process was terminated after the second stage. Diagnosing Stage Problem identification was carried out to obtain in-depth information about the challenges and needs of students and lecturers in supporting the practical learning process during the implementation of social distancing policies during the COVID-19 pandemic. Based on observations of University of Cincinnati students taking the Engineering Chemistry course, it was found that their basic laboratory skills did not develop optimally during online learning. Simple practical work that could be done at home was not effective enough in improving laboratory skills due to limitations in materials, tools, and a learning environment that resembled a real laboratory. Therefore, a learning medium was needed that could provide a realistic experimental experience in digital format. One of the solutions chosen was the development of a virtual chemical engineering laboratory, as proposed by previous studies . Prior to implementation, a preliminary survey was conducted to ensure that students had the necessary supporting tools, such as smartphones, computers, and adequate internet access. After verifying that the basic requirements were met, the research proceeded to the planning stage. MICHAEL KURNIAWAN 5 Study Case Action Planning Stage At this stage, the research focused on the design of virtual laboratory media, the design of independent practicum learning, and the setting of competency achievement targets. The virtual laboratory media was developed using Unity Engine, which can be accessed via computers and smartphones with a stable internet connection. Student respondents were given digital practicum guidelines that had been adapted to the COVID-19 pandemic conditions. Laboratory skills were evaluated through direct observation and interviews based on instruments adapted from , which were then modified to suit the context of this study. Action Taking Stage After the virtual laboratory media was developed and tested on a limited scale, selected students were asked to conduct practical work according to the available guidelines. The learning process lasted for four weeks, with full access to the media. The aim was to assess the effectiveness of the virtual laboratory in increasing student learning activities and independence. At the end of the period, an evaluation was conducted in the form of interviews and direct observation to measure the development of basic laboratory skills. Next, the second cycle was carried out for four weeks after the media was revised based on the evaluation results in the first cycle. Table 1. Percentage of achievement of basic chemical engineering laboratory skills by students MICHAEL KURNIAWAN 6 Study Case Evaluating Stage The use of information technology-based learning media in improving basic laboratory skills has proven to be an effective alternative for teachers, especially in the field of chemical engineering. However, the limited availability of ICT-based media relevant to practical material poses a challenge, requiring further development efforts. In this study, the development of a virtual chemical engineering laboratory was carried out by directly involving students, both as users and providers of feedback on the media being tested. Based on Table 1, the media in the first cycle did not show optimal effectiveness, so revisions were made by adding a scoring feature and a ranking system. These features provide direct feedback on errors and comparisons of results between students, which significantly increases learning motivation. This is evident from the increase in the average duration of student access to the application, as shown in Figure 2. MICHAEL KURNIAWAN 7 Study Case Figure 2. Relationship between the duration of access to the virtual laboratory and students' basic chemical engineering laboratory skill scores. Figure 2 shows that an increase in the duration of access to the virtual laboratory media correlates positively with an increase in chemical engineering laboratory skill scores. In the second cycle, all students were able to demonstrate adequate mastery of basic skills based on the results of observations and direct interviews. Thus, the research objectives were achieved, and the research cycle was terminated. Specifying Learning Stage All research results from the first and second cycles have been documented in reports and scientific articles that can be used as references for educators and learning media developers. This documentation includes notes on the strengths and weaknesses of virtual media, as well as recommendations for further research. CONCLUSION As an alternative learning method during the COVID-19 pandemic, the use of virtual chemical engineering laboratories has been proven to improve students' basic laboratory skills. This media serves as a form of information technology integration in chemical engineering education that allows students to gain realistic online experimental experience. Through this experience, students can better understand laboratory work procedures, work safety, and experimental methods before conducting actual practicums in conventional laboratories. Thus, virtual laboratories are not only a temporary solution during the pandemic but can also be utilized as a support for continuous learning to improve advanced practicum competencies. MICHAEL KURNIAWAN 8 Study Case REFERENCE MICHAEL KURNIAWAN 9