Influence of Virtual Chemistry Laboratory Utilization (V-Lab) toward Self-Regulated Learning

Abstract

Various barriers in implementation of chemistry practicum activity rise as well as limitations of laboratory room, laboratory tools, chemical substance, tools and substance storage, safety equipment, operational cost, laboratory staff and time. Those barriers are solved by researchers through Virtual Chemistry Laboratory utilization (V-Lab) integrated in hybrid learning. By hybrid learning, researchers were encouraged to research the influence of V-Lab utilization remotely toward self-regulated learning through quasi-experiment. Research subject involved is 163 eleventh class learners in senior high school in Central Java Indonesia. The subject was divided into three independent samples namely control class, experiment 1 class, and experiment 2 class. The control class conducted a conventional laboratory activity, the first experiment class carried on V-Lab, and the second class combined the conventional laboratory and V-Lab. Self-regulated learning data of learners was collected through Likert scale questionnaires with five choices. Next, those data were analyzed through ANOVA. The result was shown by the absence of V-Lab influence integrated by hybrid learning toward selfregulated learning learners.