<![CDATA[The urgency of this research lies in the need for an interactive OLabs-based scientific student worksheet to facilitate students’ conceptual understanding of osmosis through virtual laboratory activities. Biology learning in schools continues to face limitations in laboratory facilities and suboptimal laboratory utilization, which can hinder students’ conceptual understanding. Osmosis is one of the abstract biology topics that requires in-depth understanding. Therefore, learning materials that integrate virtual and real laboratory activities are needed to support the development of accurate conceptual representations. This study developed a scientific Student Worksheet (LKPD) based on the OLabs virtual laboratory to facilitate students’ conceptual understanding of osmosis and to examine its validity, practicality, and effectiveness. The LKPD was designed according to the scientific approach stages of observing, questioning, experimenting, associating, and communicating. The study employed a Research and Development (R&D) method using the 4D development model: define, design, develop, and disseminate. The population consisted of Grade XI senior high school students, and a sample of 36 students was selected using purposive sampling. Data were collected through validation sheets, response questionnaires, observations, and tests, and were analyzed quantitatively and descriptively using percentages derived from Guttman- and Likert-scale scoring as well as N-Gain analysis. The results showed that the LKPD achieved a validity score of 93.13% (highly valid), a student-response practicality score of 93.13% (highly practical), and a learning-implementation score of 95.14% (highly practical). The effectiveness test yielded an N-Gain score of 0.88, which was classified as high. Thus, the developed scientific LKPD is feasible for use in osmosis learning to support students’ conceptual understanding and can serve as an alternative learning material that integrates a virtual laboratory.]]>
