Abstract
Titration was one of the chemistry concepts that require practicum in the learning process. But, many obstacles in the real laboratory such as lack of material, tools, and times made the real laboratory less optimal. These lacks could be solved by used Virtual Reality (VR) technology. VR made a big contribution to the education sector. One of them was implementing it in the development virtual laboratory. Virtual laboratory plays an important role in the learning process. It was possible to manipulate 2D (virtual world) objects similar to 3D (real world) objects. This study developed Virtual Reality Laboratory (VRL) to analyze its characteristics, quality, and impact on students' cognitive achievement. A research and development (R&D) method with a post-test design was used in this study. The subjects of this study were 102 high school students in class XI. The samples were divided into 3 classes, namely CC (real laboratory); EC-1 (VRL); and EC-2 (real laboratory and VRL). The results of students' cognitive achievement were analyzed using ANOVA and it was found that there were significant differences in students' cognitive achievement in the three classes. Students who used VRL had higher cognitive achievement than students who used real laboratory. VRL also received excellent grades from chemistry educators. Thus VRL is very useful as a supplement in the teaching and learning process.
Highlights
Acid-base titration is one of the chemistry concept considered to be difficult by students [1]–[4]
2 Method This research belonged to the type of research and development which referred to the ADDIE development model coined by Dick and Carry
Practicing using Virtual Reality Laboratory (VRL) made students more enthusiastic to take a part in the virtual laboratory than those who conducted laboratory works conventional laboratories which made them bored, less active, and unable to develop their imagination ability [42]
Summary
Acid-base titration is one of the chemistry concept considered to be difficult by students [1]–[4]. Some previous research on the development and the use of virtual reality laboratories (VRL) in learning already exist such as the development of VRL in studying electrolytes and non-electrolytes material in terms of its effect on students' understanding abilities [24]. The cognitive achievement assessment is usually preceded by the measurement of learning outcomes and is given after the achievement indicators of certain material are completed This cognitive measurement is usually conducted in the form of questions given to the students which are arranged based on the six cognitive domains adopted from Bloom's Taxonomy. This research initially develops a Virtual Reality Laboratory (VRL) technology, especially on acid-base titration topic. Are there significant differences between the students who utilize VRL and those who do not in in terms of cognitive achievement?
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