Descriptive Study on the Effectiveness of Basic Chemistry Practicum Activities

Study Case Descriptive Study on the Effectiveness of Basic Chemistry Practicum Activities for Engineering Students Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract This study aims to describe the effectiveness of laboratory activities in Basic Chemistry courses for engineering students at the University of Cincinnati. This study uses a qualitative descriptive approach with a population of first-year students in the fall semester of the 2017/2018 academic year. Samples were taken using simple random sampling techniques. Data were collected through observation sheets and questionnaires. Observation sheets were used to obtain information during laboratory activities, while questionnaires were used to collect data on student behavior before, during, and after the practicum. The results showed that before participating in the practicum, only 28.57% of students read the module in advance, 37.14% completed the preliminary assignments, and 21.43% maintained physical readiness, such as getting enough sleep and eating breakfast before the activity. During the practicum, 42.73% of students arrived on time, 68.7% understood the experimental procedures, but only 27.27% were able to carry out the experiments correctly according to the procedures. After the practicum, only 17.14% of students immediately compiled reports, and 39.39% obtained report scores above 75. These findings indicate that student motivation in conducting practical work is still low, so more effective learning strategies are needed to increase student participation and responsibility in laboratory activities. Keywords: Practical work, Basic Chemistry, Qualitative Descriptive INTRODUCTION Education is a conscious effort to guide individuals towards positive change . In a social and cultural context, education functions as a process of personal and social MICHAEL KURNIAWAN 1 Study Case development and preservation of cultural values. Through education, individuals form character, attitudes, and intellectual abilities that become the foundation for improving the quality of human resources . In the era of globalization, improving the quality of education is a must for a nation to be able to compete globally. Therefore, education plays a strategic role as the main means of producing quality human resources. In the academic world, chemistry is known as one of the main branches of natural science. According to Johnson, Peterson, & Clark , chemistry is a discipline that focuses on understanding the properties of matter and its interactions through a systematic approach. Chemistry learning emphasizes not only understanding concepts, principles, and theories, but also applying this knowledge through practical activities. In this case, chemistry can be seen as a product (containing facts, laws, and theories) as well as a scientific process (experimental and observational activities) . The Basic Chemistry course is a fundamental part of the engineering curriculum at the University of Cincinnati, usually taken by students in their first year as it forms the basis for other engineering disciplines . Laboratory or practical activities are an important component of Basic Chemistry learning because they provide opportunities for students to apply theory in real experimental situations. According to Rudd , practical activities have three main functions: skill practice, feedback, and increased learning motivation. As practice, practicums involve three main domains of intelligence: 1. Cognitive (intellectual) — deepening theory, critical thinking, and problem solving; 2. Psychomotor (motor) — practicing the proper use of laboratory instruments and equipment; 3. Affective (emotional and social) — developing responsibility, cooperation, communication, and honesty. Laboratories at universities serve as spaces for training students and lecturers in scientific skills for conducting experiments . Hofstein & Lunetta emphasize that laboratory activities make the science learning process more meaningful because students are directly involved in observation and experimentation. In the context of modern science education in the US, laboratories are a mandatory element that supports an experiment-based approach to chemistry learning. In addition to strengthening conceptual understanding, laboratory activities also reinforce the role of lecturers as facilitators and students as active participants in the scientific process. In science-based learning, lecturers serve as guides, while students MICHAEL KURNIAWAN 2 Study Case are encouraged to experiment independently to obtain scientific results in line with the objectives of the experiment . This experiential approach provides opportunities for students to develop scientific thinking skills, time management, and problem-solving abilities that are important in the world of engineering . Previous research by White shows that the effectiveness of Basic Chemistry practicums is influenced by student motivation, the role of instructors, and the availability of laboratory facilities. Another study by McKenna states that the success of practicum learning is also determined by the quality of equipment, chemicals, and available experiment guides, while time constraints and equipment damage are major obstacles. At the University of Cincinnati, Basic Chemistry practicums for engineering students cover eight main experimental topics: 1. Chemical Reactions, 2. Chemical and Physical Changes, 3. Colloids, 4. Chemical Equilibrium, 5. Reaction Kinetics, 6. Redox Reactions, 7. Alkali Metals, and 8. Alkali Earth Metals. This activity is mandatory for all first-year engineering students. However, the effectiveness of laboratory activities is still considered suboptimal. Based on the evaluation results, the average overall practical exam score was 71, with a pass rate of 41.82% and a failure rate of 49.09%. These findings indicate the need for an in-depth evaluation of the practicum implementation methods, mentoring strategies, and student learning approaches. Therefore, this study aims to describe the effectiveness of Basic Chemistry practicum activities for engineering students as a basis for improving the quality of laboratory learning in the future. METHOD This study used a qualitative descriptive approach with the aim of describing the effectiveness of laboratory activities in General Chemistry lectures for engineering students at the University of Cincinnati. The study was conducted over four months, MICHAEL KURNIAWAN 3 Study Case from September to December 2018. The research population included all first-year students at the College of Engineering and Applied Science who took General Chemistry courses in the fall semester of the 2017/2018 academic year, with a total of 108 students participating. Sampling was conducted using simple random sampling techniques. The research instruments consisted of observation sheets and questionnaires. The observation sheets were used to collect information on student behavior during laboratory activities, while the questionnaires were designed to obtain data on student habits before, during, and after the practicum. Table 1. Sample Questions on the Research Questionnaire Of the total 108 questionnaires distributed, some were not completed. Incomplete questionnaires were then excluded from the analysis, and 70 questionnaires were randomly selected for further analysis. In addition, observation activities were carried out in two separate lecture sessions by two observers of all 108 students involved. MICHAEL KURNIAWAN 4 Study Case Table 2. Observation Indicators in Laboratory Activities RESULTS AND DISCUSSION The research data was obtained from the analysis of 70 questionnaires filled out by students, as well as observation sheets collected during the practicum. The analysis focused on three main stages: (1) behavior before the practicum, (2) behavior during the practicum, and (3) behavior after the practicum. Preparation Before the Practical Session Questions related to this stage included students' readiness in reading the module, completing preliminary assignments, and maintaining physical condition before the practical session. Figure 1. Percentage of Student Preparation Before the Laboratory Activity MICHAEL KURNIAWAN 5 Study Case Based on the analysis results, only 28.57% of students read the module before the practicum, while 38.57% did not and 32.86% were unsure. A total of 37.14% of students completed the preliminary assignments, while 35.71% did not, and 27.14% were unsure. In terms of physical readiness, only 21.43% of students maintained their physical condition by getting enough rest and eating breakfast before the activity, while 60% did not do so and 18.57% stated that they were unsure. According to Copriady , preparation for science activities is not only about preparing tools and materials, but also creating conducive learning conditions, including mental readiness and motivation. These results indicate that most students do not yet have learning habits that support the success of practical work. Lack of preparation can affect focus and enthusiasm during the activity, as stated by Rahayu & Festiyed that physical and mental readiness are important factors in the effectiveness of experimental learning. Activities During Practicum Student behavior during practicum activities was observed using observation sheets and assessed based on six main indicators. Table 3. Results of Observation Analysis During Laboratory Activities Of the total 108 students, only 29.09% completed the preliminary assignment before coming to the laboratory, and 42.73% arrived on time. A total of 50% of students paid close attention to the instructor’s explanations, but only 27.27% were able to carry out the experiments correctly according to the written procedures. The percentage of MICHAEL KURNIAWAN 6 Study Case students who submitted their reports on time was only 22.73%, and those who obtained a report score above 75 was 39.39%. These findings indicate that there is still a low level of discipline and motivation in carrying out laboratory responsibilities. The questionnaire analysis results support these findings. A total of 50% of students admitted that they always tried to arrive on time, 48.57% understood the module well, and 57.14% felt that the instructor’s explanation of the use of tools helped the practicum activities. Although 68.57% stated that they understood the experiment procedures, only 27.27% were able to carry them out correctly. Figure 2. Percentage of Student Behavior During Laboratory Activities In line with Etiubon's opinion, good laboratory procedures can increase the effectiveness of science learning experiences. However, these findings indicate a gap between procedural understanding and implementation skills in the field. This indicates the need for additional training related to practical skills and strengthening focus during activities. After the Practicum Activity The final stage focuses on student behavior after the laboratory activity, including report writing and reflection on the learning experience. MICHAEL KURNIAWAN 7 Study Case Figure 3. Percentage of Student Behavior After Laboratory Activities A total of 17.14% of students immediately wrote their practicum reports after the activity was completed, while 50% postponed it and 32.86% stated that they were unsure. Only 21.43% of students worked on the report independently, while 54.29% worked in groups. In addition, 47.15% of students stated that the laboratory activity helped them understand chemistry concepts, while 27.57% disagreed and 24.29% were unsure. According to Sedumedi , the relationship between conceptual understanding and learning behavior reflects the level of internalization of student knowledge. Sirhan also emphasizes that learning motivation has a direct influence on students' attention, cognitive processes, and responses during learning. Thus, low motivation and a tendency to procrastinate on reports can affect conceptual understanding and overall learning outcomes. CONCLUSION Based on the research results, it can be concluded that the effectiveness of laboratory activities in the General Chemistry course at the University of Cincinnati still needs to be improved. 1. Before the practicum, only 28.57% of students read the module, 37.14% did the preliminary assignment, and 21.43% maintained physical readiness. 2. During the practicum, 42.73% arrived on time, 68.57% understood the experimental procedures, but only 27.27% were able to carry them out correctly. MICHAEL KURNIAWAN 8 Study Case 3. After the practicum, only 17.14% immediately wrote their reports, and 39.39% obtained a report score above 75. These findings confirm that student motivation in conducting laboratory activities is still low. Therefore, collaborative efforts between lecturers, laboratory assistants, and students are needed to strengthen the experience-based learning approach. Lecturers are advised to improve their guidance and evaluation strategies, while students need to build independent learning discipline so that the quality of science learning at the university level can continue to improve. REFERENCE MICHAEL KURNIAWAN 9 Study Case MICHAEL KURNIAWAN 10