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Development of a Virtual Laboratory Media Based on Green Chemistry for High School Students Rahayu, Fatika Fani; Louise, Isana Supiah Yosephine
Journal of The Indonesian Society of Integrated Chemistry Vol. 18 No. 1 (2026): Journal of The Indonesian Society of Integrated Chemistry
Publisher : Pendidikan Kimia FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jisic.v18i1.48556

Abstract

This study aimed to develop and evaluate a green chemistry–based virtual laboratory for chemical equilibrium topics to enhance senior high school students’ analytical thinking skills and environmental awareness. The research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate). The development stages included expert validation, usability testing by teachers, readability testing by students, and an effectiveness test using a one-group pretest–posttest design. The participants consisted of 67 eleventh-grade students. Data on analytical thinking skills and environmental awareness were analyzed using paired sample t-tests, complemented by effect size (Cohen’s d) and normalized gain (N-gain) analyses to determine the magnitude of the learning effect. The results indicated that the green chemistry–based virtual laboratory achieved a very good level of feasibility based on evaluations by experts, teachers, and students. The effectiveness test showed a significant improvement in students’ analytical thinking skills, with the mean score increasing from 49.93 to 85.03 (p < 0.001), accompanied by a large effect size and a high N-gain category. In contrast, environmental awareness showed a slight increase in mean scores but did not reach statistical significance (p = 0.494). These findings suggest that the green chemistry–based virtual laboratory is effective in enhancing students’ analytical thinking skills. However, additional and more sustainable instructional strategies are required to achieve a significant improvement in students’ environmental awareness
Development of Electronic LKPD Based on Project-Based Learning (PjBL) Integrated STEM on Reaction Rate Material For Phase F Halimatuzzahra Halimatuzzahra; Isana Supiah Yosephine Louise
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i2.17477

Abstract

This development research aims to analyze the characteristics, feasibility, practicality, and readability of electronic student worksheet based on Project-Based Learning (PjBL) integrated STEM on reaction rate material for phase F. This research uses the stages of the 4-D model consisting of the Define, Design, Develop, and Disseminate stages. The instruments used to collect data consist of electronic student worksheet feasibility sheets, electronic student worksheet practicality sheets, electronic student worksheet readability sheets, and teacher and learner needs analysis sheets. The results of this study indicate that the characteristics of electronic student worksheet developed can be operated via Android smartphones and laptops, have been adapted to the syntax of the STEM integrated PjBL model, can be used anytime and anywhere, prioritize the demands of using technology in learning, and help reduce the use of paper during the learning process. Electronic student worksheet based on Project Learning (PjBL) integrated STEM on reaction rate material obtained an average feasibility score of 134.5 (very good), practicality of 117.5 (very good), and readability of 66.27 (very good). This means that the electronic worksheets based on Project-Based Learning (PjBL) integrated with STEM on the topic of reaction rates developed can be deemed suitable for use in learning. The implication for the research is that electronic worksheets based on Project-Based Learning (PjBL) integrated STEM on the topic of reaction rates are recommended for use as one of the learning resources used by teachers to make learning more meaningful.