Habiddin Habiddin, Fithrah Auliya, Putri Rismawati, Ika Nazih Januar Fitri, Irma Kartika Kusumaningrum, Hanumi Oktiyani Rusdi
Background: A Laboratory experiment is an integral part of the chemistry subject. Students’ understanding of chemistry should be closely tied to their laboratory chemistry skills. Therefore, chemistry teaching should be aligned with relevant laboratory experiences. However, some chemistry departments in Indonesian universities have insufficient laboratory facilities to support the laboratory experiments optimally. Purpose: This paper highlights the implementation of two virtual laboratories in the chemical separation laboratory to improve chemistry students’ laboratory skills. The two virtual laboratories, Virtual Laboratory of Liquid–Liquid Extraction (LV-ECC) and Virtual Laboratory of Thin-Layer Chromatography (LV-KLT), were developed, validated and finally implemented in the chemical separation laboratory. Students’ laboratory skills in the chemical separation course, including Liquid–Liquid Extraction and Thin-Layer Chromatography, were evaluated based on two parameters: experimental proficiency and the quality of laboratory reports. Sample Design and Methods: Each study programme was divided into two groups and designated as experimental and comparison groups. Students’ laboratory skills were assessed based on two parameters: their performance in a laboratory experiment and the quality of their laboratory reports. One group of students was exposed to the LV-ECC and LV-KLT before laboratory work, while another group was not. Results: This study found that students with LV-ECC and LV-KLT demonstrated higher laboratory skills in the chemical separation laboratory compared to those without LV-ECC and LV-KLT exposures. Meanwhile, generally, there are no significant differences in students’ laboratory skills between chemistry and chemistry education study programmes. However, in terms of experimental proficiency for LV-ECC, chemistry education students demonstrated better performance compared to chemistry students. Conclusions: The students’ exposure to the two virtual laboratories (LV-ECC and LV-KLT) is efficacious in improving students’ laboratory skills. Therefore, it is recommended to expose students to relevant virtual laboratories before conducting chemical experiments, as this helps them develop the expected laboratory skills. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Department of Science Education, Universitas Negeri Malang, Malang, Indonesia; Department of Chemistry, Universitas Negeri Malang, Malang, Indonesia
