<![CDATA[Basic laboratory skills are essential for supporting meaningful science learning, particularly in chemistry-related practical activities. However, assessing these skills through direct observation often requires considerable time and detailed performance monitoring. This study aimed to analyze science education students’ basic laboratory skills using a pictorial-based instrument designed to visualize common laboratory procedures. A descriptive study was conducted involving 36 science education students. Data were collected through a pictorial-based instrument and focused on three aspects of chemistry laboratory literacy: identifying laboratory apparatus and their functions, describing chemicals and their properties, and explaining laboratory safety procedures. The instrument was contextualized in basic chemistry practices, including preparing standard solutions from solids, preparing standard solutions from concentrated solutions, and conducting acid-base titration. The results showed that students’ ability to describe laboratory apparatus and their functions was mostly in the low category, with 53% of students demonstrating limited understanding. Similar patterns were found in the ability to describe chemicals and their properties, where 69% of students were categorized as low. In addition, 69% of students also showed low ability in explaining laboratory safety procedures. Overall, students’ chemistry laboratory literacy was dominated by the low category, indicating the need for more structured laboratory preparation, visual learning resources, and guided practice before students engage in hands-on laboratory activities.]]>
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