<![CDATA[This study aims to explore the need for virtual laboratory media (V-Lab) that integrates differentiated learning using the STEAM approach for electroplating and electropolishing. The research method used is qualitative-descriptive, with the research subjects comprising 3 teachers and 75 students from two public senior high schools and one vocational high school in Metro City, Lampung. Data collection used questionnaires, learning observations, and interviews. The results of the observations show that chemistry learning is still dominated by lectures and exercises (40%), while limited equipment, materials, and costs, as well as the risk of hazardous waste, continue to limit practical activities. Students experience significant difficulties in visualizing sub-microscopic phenomena, especially in determining ion flow (74%) and reactions at the anode-cathode (62%), resulting in a low ability to calculate Faraday's Law (60%). Cognitive data analysis shows a diversity of student abilities, with the majority being at the "need guidance" level (41%). These findings underscore the need for innovative learning media, with 100% of teachers and 77% of students agreeing with the development of V-Lab integrated with differentiated learning and the STEAM approach. V-Labs are expected to transform abstract concepts into concrete ones, increase motivation, and accelerate the learning pace of diverse students without the physical risks of a laboratory setting.]]>
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