Description Of The Effectiveness Of Laboratory Activities

Study Case DESCRIPTION OF THE EFFECTIVENESS OF LABORATORY ACTIVITIES IN BASIC CHEMISTRY COURSES 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 General Chemistry lectures for engineering students. A qualitative descriptive approach was used. The study population consisted of first-year students at the College of Engineering and Applied Science, University of Cincinnati, who were taking General Chemistry courses. Samples were taken using simple random sampling. Data were collected through observation sheets and questionnaires. Observation sheets were used to obtain information during the laboratory activities, while questionnaires were used to determine student behavior before, during, and after the practical activities. The results show that before participating in the laboratory activities, students were not well prepared: only 28.57% read the module before the experiment, 37.14% completed the preliminary tasks, and 21.43% maintained physical readiness. Punctuality reached 42.73%, understanding of the experiment procedures was 68.7%, but only 27.27% were able to carry out the experiments 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 participating in laboratory activities is still low, so there is a need to improve learning strategies and motivation in future practicums. Keywords: General Chemistry, Motivation, Laboratory, Learning Effectiveness MICHAEL KURNIAWAN 1 Study Case INTRODUCTION Laboratory activities are one of the most recommended learning approaches in science because they offer various advantages over conventional methods. Some of these advantages include: (1) helping students build confidence in the results of their own experiments, rather than simply accepting theories from lecturers or books; (2) encouraging curiosity and the ability to explore scientific and technological phenomena; (3) fostering scientific attitudes such as honesty, cooperation, openness, critical thinking, and tolerance; (4) providing direct learning experiences through observation of real phenomena; (5) enriching students' experiences with empirical and objective contexts; (6) fostering scientific thinking skills; and (7) strengthening memory and the process of internalizing concepts . In the context of higher education, laboratory activities restore the role of lecturers as mentors and students as active participants who experiment to obtain scientific results . Science-based courses are applied and require hands-on practice in the laboratory to reinforce theoretical concepts. Experiment-based learning provides opportunities for students to connect theory with real-world applications, thereby improving conceptual understanding and scientific skills . Laboratories in the context of higher education in the United States, including at the University of Cincinnati, serve as a means for students and lecturers to conduct scientific exploration through experiments and observations . In line with the views of Hofstein and Lunetta , laboratory activities can enhance the meaning of learning because students are directly involved in the discovery process. Laboratories are also an important facility in modern science education, especially in the field of chemistry. Previous research shows that several factors influence the quality of basic chemistry laboratory implementation, including low student motivation, limited facilities, and suboptimal instructor roles . Other studies also found that the main supporting factors in laboratory learning include the availability of tools, experimental materials, and practicum guidelines, while the main obstacles include time constraints and equipment damage . Various studies have shown the effectiveness of laboratory activities on learning outcomes. For example, contextual-based learning with a predict-observe-explain approach has been proven to improve higher-order thinking skills . Other studies have shown that practicum methods can improve psychomotor skills, conceptual MICHAEL KURNIAWAN 2 Study Case understanding, and learning motivation in science. Therefore, this study not only describes the effectiveness of laboratory activities but also conducts an evaluation to provide recommendations for developing more ideal practical methods for teaching basic chemistry at the technical university level. At the College of Engineering, University of Cincinnati, the General Chemistry Laboratory course covers eight main experiments: (1) Chemical Reactions, (2) Physical and Chemical Changes, (3) Colloidal Systems, (4) Chemical Equilibrium, (5) Reaction Kinetics, (6) Redox Reactions, (7) Alkali Metal Elements, and (8) Alkali Earth Metal Elements. These laboratory activities are mandatory for all first-year students. However, the implementation of the laboratory is still not optimal, with an average practical exam score of 71, a pass rate of 41.82%, and 49.09% of students failing. This condition encourages the need for descriptive research to assess the effectiveness of the practical activities and identify factors that need to be improved. METHOD This study used a qualitative descriptive method to assess the effectiveness of laboratory activities in the General Chemistry course for engineering students. The study was conducted over four months, from September to December 2018. The population consisted of 108 first-year students at the College of Engineering, University of Cincinnati, who were enrolled in the fall semester of 2017/2018. The sample was taken using simple random sampling. The research instruments included observation sheets and questionnaires. The observation sheets were used to record student behavior during laboratory activities, while the questionnaires collected data on student behavior before, during, and after the activities. Of the total 108 questionnaires distributed, only 70 were complete and suitable for analysis. Observations were conducted in two lecture sessions by two observers on all students. The indicators observed included: (1) completion of preliminary tasks at each meeting, (2) punctuality before the practicum, (3) attention to the instructor's explanations, (4) accuracy of the experiment procedure, (5) timeliness of report submission (maximum one week after the experiment), and (6) achievement of a laboratory report score above 75. MICHAEL KURNIAWAN 3 Study Case RESULTS AND DISCUSSION General Data The research data was obtained from the analysis of 70 questionnaires filled out by first-year students taking the General Chemistry Laboratory course at the College of Engineering, University of Cincinnati. The analysis was conducted for each question item that described student behavior before, during, and after participating in laboratory activities. Preparation Before Practicum Questions regarding student behavior before laboratory activities covered three main aspects: (1) reading the experiment guide before the activity began, (2) completing pre-lab assignments, and (3) maintaining physical condition, such as getting enough rest and eating breakfast before the activity began. The percentage of the analysis results of student behavior before the laboratory activity is presented in Figure 1. Figure 1. Percentage of student readiness before the General Chemistry laboratory activity at the University of Cincinnati. Preparation before laboratory activities in the context of General Chemistry not only includes the provision of equipment and experimental materials, but also the cognitive and affective readiness of students. According to Copriady , pre-lab activities play an important role in creating effective learning prerequisites by fostering interest and readiness for experiments. MICHAEL KURNIAWAN 4 Study Case The analysis results show that only a small number of students read the module before the experiment. In fact, reading the guide can help students better understand the objectives and steps of the experiment. Although the number of students who completed the preliminary assignment was greater than those who did not, the percentage of students who maintained physical readiness was still low. This condition caused some students to lack focus and appear unenthusiastic during the activity. In line with the findings of Rahayu and Festiyed , a lack of physical and mental readiness can reduce concentration and hinder the effectiveness of learning in the laboratory. Overall, students still show a lack of awareness in preparing themselves for basic chemistry laboratory activities. Practical Activity Implementation During the laboratory activity, two observers assessed the students' behavior using observation sheets. The assessment results are presented in Table 1. Table 1. Laboratory Activity Observation Sheet Analysis Results Based on Table 1, the percentage of students who prepared the preliminary assignment was still low. Many students arrived late to the laboratory. Although most students paid attention to the instructor’s explanations, only a few actually followed the experiment procedures properly. In addition, the timeliness of report submission was still less than optimal. This indicates that students have not shown high academic motivation and responsibility towards laboratory activities. In addition to observation, an analysis was also conducted on the results of a questionnaire regarding student behavior during laboratory activities. The questions asked included: (1) punctuality, (2) understanding of the practicum module, (3) clarity MICHAEL KURNIAWAN 5 Study Case of the instructor’s explanation of the tools and materials, (4) ease of understanding the experimental procedures, and (5) clarity of the instructions given. The results of the analysis of student behavior during laboratory activities are shown in Figure 2. Figure 2. Percentage of student behavior during General Chemistry laboratory activities. According to Etiubon , the application of good experimental procedures can increase the effectiveness of science learning and provide meaningful learning experiences for students. A similar opinion was expressed by Hinampas, Murillo, Tan, and Layosa , that practical skills reflect students' competence in operating tools and understanding scientific processes. Based on the research results, the majority of students claimed to understand the experimental procedures, but only a small number were able to follow them correctly. This shows that conceptual understanding is not always followed by good practical skills. Students still tend to rush or lack focus when carrying out basic chemistry practicum instructions. After Conducting the Practical Questions regarding student behavior after laboratory activities covered four main aspects: (1) prompt preparation of reports, (2) working on reports independently, (3) working on reports in groups, and (4) students' perceptions of the role of laboratory activities in helping them understand chemistry concepts. The results are presented in Figure 3. MICHAEL KURNIAWAN 6 Study Case Figure 3. Percentage of student behavior after participating in General Chemistry laboratory activities. The relationship between student activity and scientific concept understanding shows the extent to which practical experience contributes to the formation of conceptual understanding . In line with Sirhan's view, learning motivation has a significant influence on students' attention, information processing, and involvement in academic activities. From the research results, only 17.14% of students immediately completed their practicum reports. Most delayed working on their reports until close to the deadline. More students worked on their reports in groups than individually. In addition, 47.15% of students stated that laboratory activities helped them understand chemistry concepts, but only 39.39% managed to obtain a report score above 75. These results reinforce the finding that student motivation and discipline are still low in laboratory activities. CONCLUSION The results of the study show that first-year engineering students at the University of Cincinnati are not fully prepared before participating in General Chemistry laboratory activities. A small number of students read the guidelines or completed the preliminary assignments, and many were not physically prepared. During the activities, although most understood the experimental procedures, only a few carried them out correctly. After the activities ended, students tended to delay writing their reports and did not show high motivation to improve their learning outcomes. MICHAEL KURNIAWAN 7 Study Case Therefore, there is a need to improve a more structured laboratory-based learning system, including the implementation of pre-lab quizzes, more detailed assessment of the experimental process, and direct feedback from instructors. The results of this study are expected to serve as a reference for lecturers and laboratory instructors to improve the quality of practical learning experiences and motivate students to be more active, disciplined, and responsible in basic chemistry laboratory activities. REFERENCE MICHAEL KURNIAWAN 8