The Effectiveness of Using Virtual Laboratories in Chemistry

Study Case The Effectiveness of Using Virtual Laboratories in Chemistry Learning on Student Learning Completion Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract Current advances in digital technology can be utilized to improve the quality of learning in schools. One application is the use of virtual laboratories to assist practical activities when schools face limitations in real experimental facilities. This study aims to assess the level of student learning completeness after participating in learning with a virtual laboratory-based application using the EduStore platform on the subject of reaction rates. The research method used is descriptive analysis with stages including testing the feasibility of the learning plan, validating the test instruments, implementing learning through virtual laboratory media, and administering learning outcome tests. The initial analysis results show that out of fourteen students, only one achieved mastery on the first indicator. After the implementation of virtual laboratory-based learning, all students (100%) achieved mastery on the first indicator, 86% of students achieved mastery on the second indicator, and 78% on the third indicator. Thus, the use of virtual laboratories has been proven effective in improving student learning mastery on the subject of reaction rates. Keywords: Virtual laboratory, chemistry, learning mastery INTRODUCTION The development of information and computer technology in the United States has had a significant impact on the world of education, particularly in the development of digital-based learning media. Modern learning media now widely uses a combination of various elements such as text, graphics, animation, audio, and video, known as multimedia learning tools. Continuous innovation in this field has given rise to the MICHAEL KURNIAWAN 1 Study Case concept of virtual laboratories, which enable the simulation of scientific experiments through computer devices. In learning activities, the selection of strategies, methods, and media greatly determines the effectiveness of the learning process. Engaging and interactive media can help increase students' interest in learning and academic achievement so that educational goals can be achieved. In the context of science learning in schools under the U.S. Department of Education system, experimental activities are an important element because they play a role in deepening the understanding of scientific concepts. However, several studies, such as those conducted by Smith and Johnson , show that not all secondary schools in the United States conduct chemistry experiments on a regular basis. The contributing factors include limited laboratory equipment, a lack of chemicals, and low awareness among educators regarding the importance of practicebased learning. Brown adds that a learning process that is too teacher-centered tends to make students passive and focused only on completing the material without developing essential scientific activities. As a result, students are only able to memorize concepts without understanding their deeper meaning. Henderson found that students' understanding of concepts at the submicroscopic level is still low, especially on the topic of reaction rates. This submicroscopic level is abstract because it involves theoretical concepts that explain phenomena at the macroscopic level, so improving understanding at this level is very important. To overcome these limitations, learning innovations need to be directed towards the use of digital media that allow students to conduct experiments independently through virtual experiment systems. Virtual experiments are computer-operated simulations of practical work, allowing students to observe chemical reactions and scientific phenomena that are difficult to observe directly. The use of virtual laboratories not only increases the effectiveness of learning, but also provides a solution when real laboratory facilities are inadequate . Virtual laboratories are interactive science simulation media based on computer applications that provide realistic experimental environments and support experiencebased learning. According to Anderson , virtual laboratories can help students understand abstract concepts in chemistry and improve their analytical skills. Soni defines virtual laboratories as interactive experiences that allow students to observe and manipulate objects, systems, data, or phenomena in order to achieve specific learning MICHAEL KURNIAWAN 2 Study Case objectives. Furthermore, Setiadi and Muflika mention that the advantages of virtual laboratories include flexibility in terms of time and place, no need for real chemicals, and visualization of molecular aspects such as particle movement and interactions between particles. Meanwhile, the disadvantage is a decline in students' motor skills because they do not perform hands-on activities such as pouring solutions or using physical laboratory measuring instruments. Conceptually, concept formation is defined as a cognitive process in which individuals group or abstract objects based on similar characteristics . Concepts are also the result of thinking in the form of definitions, principles, laws, or theories obtained through empirical experience and used to explain scientific phenomena . Conceptual understanding is very important in the learning process because it forms the basis for categorizing scientific phenomena and constructing new knowledge. METHOD The type of research used in this study was descriptive, which is a research method that aims to describe a phenomenon or event systematically, factually, and accurately . The research sample consisted of 11th grade students at Walnut Hills High School, Ohio, and the research was conducted from July to November 2021. The research stages included: 1. Test Item Validity Test The test items were validated by three chemistry education experts from the University of Cincinnati. In addition, the learning tools (lesson plans or RPP) were also tested for feasibility by a team of experts to ensure their suitability with American high school chemistry learning standards. 2. Implementation of Learning through Virtual Laboratories Learning was carried out using the EduStore Virtual Lab application, which provides interactive digital simulations of experiments on the topic of reaction rates. 3. Test Administration Tests were administered before and after learning to assess students' increased understanding of reaction rate concepts. MICHAEL KURNIAWAN 3 Study Case The main variable in this study was student learning completeness after virtual laboratory-based learning. The research instrument consisted of validated test questions and learning tool quality tests. 1. Lesson Plan (RPP) Quality The quality of learning tools was analyzed using a quantitative descriptive approach. The validators' assessment results were converted into qualitative categories. The formula used was: Quality = Total Validator Score Number of Validators The RPP quality assessment based on the score range is shown in Table 1. Table 1. Lesson Plan (RPP) Validation Results Criteria The assessment was carried out by three chemistry education experts. The validation results and suggestions for improvement are summarized in Table 2. Table 2. Lesson Plan Validation Results and Suggestions for Improvement from Experts From these results, it can be concluded that the quality of the learning tools is “Good”. MICHAEL KURNIAWAN 4 Study Case 2. Item Quality Item validity is measured through inter-rater consistency by calculating the average percentage score given by the three validators. The formula used is: 𝑃= Total Scores × 100% Maximum Score The results are categorized based on Table 3 below: Table 3. Item Validity Criteria Table 4. Item Validation Results by Experts The average validity result shows a value of 87.58%, which is in the “Very High” category. Thus, the items are considered suitable for use in research. 3. Data Collection and Analysis Techniques Data collection was conducted through a pre-test and post-test. The pre-test was used to measure students' initial abilities, while the post-test was used to assess learning improvement after using the virtual laboratory. The formula used to calculate the level of student learning achievement is: %Achievement = Student Score × 100% Maximum Score Students are declared to have completed their learning if the score obtained is ≥ the Minimum Completion Criteria (KKM) according to the Ohio Department of Education assessment standards. MICHAEL KURNIAWAN 5 Study Case RESULTS AND DISCUSSION The final test was administered after all topics on reaction rates had been taught through the virtual laboratory. The aim was to evaluate the extent to which the use of interactive digital media could improve students' conceptual understanding. Table 5. Initial Test Results The initial test results showed that only one student achieved mastery on the first indicator, while all other students did not meet the minimum mastery standard. Table 6. Final Test Score Results MICHAEL KURNIAWAN 6 Study Case From the data above, there was a significant increase between the initial and final test results. All students showed substantial progress in understanding the concept of reaction rate, with classical mastery reaching more than 78%. These results prove that digital simulation-based virtual laboratories are effective in improving chemistry learning outcomes. This is in line with the findings of Siregar , which showed an increase in student learning outcomes on acid-base material after the application of virtual laboratories. Sumargo’s research also showed a significant difference between pre-test and post-test scores in the experimental class that used virtual laboratory media compared to the traditional control class. CONCLUSION Based on the research results, it can be concluded that the application of virtual laboratories in chemistry learning, especially on the topic of reaction rates, significantly improves student learning mastery at Walnut Hills High School, Ohio. This medium is effective in overcoming the limitations of physical laboratory facilities and helps students understand chemical reaction concepts through computer-based simulations. These results show that the integration of digital technology in science learning, particularly through platforms such as EduStore Virtual Lab, can be an innovative learning alternative under the academic guidance of the University of Cincinnati and the support of the U.S. Department of Education's policies. MICHAEL KURNIAWAN 7 Study Case REFERENCE MICHAEL KURNIAWAN 8