Effect of virtual chemistry laboratory toward cognitive learning achievement

Abstract

The aim of the study was to determine the effect of using a virtual chemistry laboratory on students’ cognitive learning achievement. The study sample was 163 eleventh grade students from two high school in Cilacap regency, Central Java, Indonesia and selected randomly. The research sample was divided into three groups, where each group had different learning activities. Learning activities in the CG were chemistry learning with the practicum in the traditional laboratory, EG-1 were chemistry learning with the practicum in the virtual chemistry laboratory, and EG-2 were chemistry learning with the practicum in traditional laboratory and virtual chemistry laboratory. The data were collected by multiple-choice test questions with 30 items and analyzed using ANOVA (Analysis of Variance). The result showed that the cognitive learning achievement of students in the EG was higher than the CG. This result indicates that there is an effect of using virtual chemistry laboratory on student’s cognitive learning achievement. This result of the study can be used as a reference for chemical educators to be more creative and innovative in providing facilities to support the achievement of cognitive learning achievement.