LEARNING INNOVATION OF INSTRUMENTAL ANALYSIS LAB WORK FOR IMPROVING STUDENTS NEW LITERACIES AND LEARNING MOTIVATION IN THE COVID-19 PANDEMIC

Abstract

Background: The COVID-19 outbreak has changed education dramatically. Teaching and learning are undertaken remotely and on digital platforms. Therefore, learning innovation needs to be carried out to keep and maintain the learning objectives. Unfortunately, some courses are challenging to carry out remotely, such as Instrumental analysis labwork. This chemistry labwork involves using modern analytical instrumentation, such as HPLC, AAS, and GC. Aim: In this study, an innovation of an online learning model of instrumental analysis labwork for chemistry students was carried out. The innovation aims to provide authentic and motivational experiences for students while learning remotely. Methods: The first innovation was carried out by verification experiments using an interactive virtual pH meter and visible spectrophotometer. The second was carried out by designing a creative project-based experiment. The experiment determined the concentration of colored solutions by utilizing digital cameras or smartphones and color image analysis software as a substitute for a visible spectrophotometer. The implementation of experiments with interactive virtual media was intended to introduce various analytical instrumentations. In addition, this also trained the students in processing and interpreting experimental data. Meanwhile, the project-based experiments were intended to prepare students to design and apply an experiment, then analyze and report the results creatively. Results and Discussion: The authentic assessment resulted in data literacy, technological literacy, and human literacy having high and very high criteria, namely 89%, 95%, and 95%, respectively. Meanwhile, students abilities in designing projects and processing data need to be improved. Conclusions: In general, the learning innovation developed is proven to increase the learning motivation of all students.