Web-based Virtual Laboratory for Food Analysis Course

M N Handayani*, I Khoerunnisa, Y Sugiarti

1
Study Program of Agro-industrial Technology Education, Fakultas Pendidikan dan
Teknologi Kejuruan, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi No 207
Bandung 40154

*[email protected]

Abstract. Implementation of learning on food analysis course in Program Study of Agro-

industrial Technology Education faced problems. These problems include the availability of
space and tools in the laboratory that is not comparable with the number of students also lack of
interactive learning tools. On the other hand, the information technology literacy of students is
quite high as well the internet network is quite easily accessible on campus. This is a challenge
as well as opportunities in the development of learning media that can help optimize learning in
the laboratory. This study aims to develop web-based virtual laboratory as one of the alternative
learning media in food analysis course. This research is R & D (research and development)
which refers to Borg & Gall model. The results showed that assessment’s expert of web-based
virtual labs developed, in terms of software engineering aspects; visual communication; material
relevance; usefulness and language used, is feasible as learning media. The results of the scaled
test and wide-scale test show that students strongly agree with the development of web based
virtual laboratory. The response of student to this virtual laboratory was positive. Suggestions
from students provided further opportunities for improvement web based virtual laboratory and
should be considered for further research.

1. Introduction
Laboratory is one of the most important learning infrastructure facilities, in the academic
process in agro-industrial technology education study program, especially in the subjects of expertise
that require learning of lab work in it. Currently, the laboratory conditions are insufficient to
accommodate the large number of students so that the lesson is less than optimal. In addition, the
equipment in the laboratory is still incomplete to undertake a wide variety of practicum activities in
subjects such as food analysis.
Food analysis is a course that studies the principles of chemical analysis of food, both qualitative
and quantitative analysis. After following the course of food analysis, students are expected to be able
to explain the working principle and carry out foodstuff analysis, including proximate analysis.
Implementation of learning courses in food analysis, one of which applies practicum method in the
laboratory as an effort to achieve student's competence, both cognitive, affective and psychomotor.
Many studies have shown that learning in the laboratory can improve student’s ability and learning
motivation in science learning (Bagci & Simsek, 1999., Bryant & Edmunt, 1987). In addition laboratory
activities serve to link theory or concepts and practices, increase attractiveness or interest, can correct
misconceptions, and develop analytical and critical attitudes to learners (Maknun, et al., 2012).
Implementation of practical study of food analysis courses, in the laboratory of agro-industrial
technology education study program, still faces the problems. The limited resources of practicum of
food analysis course become one of the causes of less than optimal learning process, thus affecting the
achievement of students' cognitive and psychomotor competence. In addition, the absence of self-
learning means to be one of the causes of less optimal learning of food analysis courses such as the water
content analysis and ash content analysis, because only supported by literature study, as an effort to
achieve student competence.
Information and Communication Technology integration in teaching and learning process is no
longer a luxury but has become a vital requirement to develop educational infrastructure/ structures.
Technology offers qualitative leap in reformulating all educational process components (Al Musawi,A.,
et al., 2015). Information and Communication Technology has had a positive impact on the innovation
of learning style and teaching. Some other studies reported that computer simulation experiments are
more affective (Russell et al, 1997, Svec & Anderson, 1995, Redish, et al., 1997). Virtual lab provides
some advantages in education. Virtual laboratories exist as a complement and substitute for real
laboratories in overcoming the limitations of equipment and lab testing in real laboratories (Domingues,
et al., 2010). Virtual laboratory is a computing system that allows to share the physical resources
available in a laboratory with remorw users connected on the internet (Carnevali & Buttazzo, 2003).
Virtual laboratory helped student to understand concepts and theory in online course. It is particulary
useful wheb some expriments involve equipment that may cause harm to human beings (Yang, 1999).
Therefore, virtual laboratory is expected to be an alternative solution of the limitations of agro-
industrial technology education study program. Moreover, the potential of information communication
technology owned by the students and the ease of internet access in the campus. This study aims to
develop a virtual laboratory for food analysis courses on water content analysis and ash content analysis,
as the development of instructional media for food analysis courses.

2. Method

This research applied research and development approach which will use Borg & Gall model.
This model is used to develop a product and test its effectiveness (Gall, M & Gall, 1996). The research
stages consist of needs analysis, product development, expert validation-revision, product trial-revision.
Product trials conducted on students who follow lecture of food analysis as user of this product (web-
based laboratory).

Data Collections
The instrument used in this research is non test instrument in the form of questionnnaire.
Questionnaires used in this study is a closed questionnaire, which is the choice of answers already
provides by researchers. Questionnaires for experts use Guttman scale, and questionnaires for
respondents use Likert scale.

Data Analysis
Data analysis used to determine the feasibility of virtual labs in this research is descriptive
statistics. The result of data analysis interpreted based on predetermined interval.

3. Results and discussion

3.1. Needs analysis of virtual lab development

Implementation of learning for water content analysis and ash content in food analysis courses
were not only in classroom, but also in laboratory. Availability of practicum facilities was not
proportional to the number of students so that laboratory could not be implemented in one lesson. In
addition, students did not have self-learning media for food analysis courses. On the other hand, Agro-
industrial Technology Education Study Program had potency to support the development of web-based
virtual laboratory, namely availability of wireless hotspot areas or wireless computer network services
around campus. Moreover, student literacy in information communication and technology was very
good. It became an opportunity for the development of learning media that can improve the quality of
learning in the laboratory.
Web-based virtual laboratory was developed in accordance to syllabus of the food analysis
course, in which there was an indicator of the achievement of water content analysis material and ash
content analysis. The result of interview with laboratory assistant in Study Program of Agro-industrial
Technology Education, it was known that it needs a self-learning media for students to improve
understanding in food analysis course. Based on the indicator of material achievement in the syllabus of
food analysis course, also interview result with laboratory assistants and lecturer, obtained information
that component of virtual laboratory that need to be developed, consist of safety and job safety in
laboratory, introduction of laboratory equipment and water content analysis method, as well as
development of a simulated how to analysis watercontent of oven method and analysis of ash content of
dried ash method.

3.2. Development of web-based virtual laboratory

Development of web-based virtual laboratory consists of three stages, namely design,
development procedure and product testing (evaluation). This virtual lab development research refers to
the development model of Borg and Gall (Gall, M & Gall, 1996), with modifications tailored to the field
research conditions. Development of an effective virtual laboratory is used to present a practicum
simulation with a scientific method (Arsyad, 2009). Simulation in a virtual lab can transform the abstract
concept into concrete experience so that representatives in conveying the message Daryanto, (2013).
Development of web-based virtual laboratory for food analysis courses aims to overcome the problem
of limited laboratory facilities in real laboratory and lack of self-learning media for students. Designing
was the first stage in the development of this web-based virtual lab. This stage consists of making
flowcharts, storyboards, simulation and website layout designs, and content compilation. Making a
flowchart aims to describe the flow of virtual lab processes that would be made as presented in Figure
1.
 Personal Protective
Home
Equipment

About lab Instructions

virtual Laboratory Rules

Competencies Work Safety in

Laboratory Hazard Symbols

Lesson
Material First Aid

Introduction of
Laboratory Water and Ash
Equipment content analysis
Start

Food analysis Water content

analysis

Ash content analysis

Simulation

Contact us

Figure 1. Flowchart of web-based virtual laboratory

Making a story board aims to provide load information on simulation of water content analysis
and ash content analysis. Preparation of learning materials aims to prepare the material to be loaded on
the website. The composition materials consists of work safety in laboratory (Personal protective
equipment, laboratory rules, Hazard Symbols, First Aid), introduction of lab tools for Analysis of water
content and ash, lecture materials of food analysis. Making applications asset aims to prepare the
required assets in the simulation component. This asset application was in the form of drawing tool
design, materials and sample of practicum needed on analysis of water content and ash content. Design
tools and materials tailored to the tools and materials contained in the laboratory of Agro-industrial
Technology Education Study Program. In addition, created a virtual lab logo that serves as an identity
as presented in Figure 2.

Figure 2. virtual laboratory logo

 The second stage in the development of virtual web-based lab was a development procedure
where there was a process of integrating laboratory components that have been designed into a complete
media in accordance with the story board that has been made. Web-based virtual lab were created using
wordpress.com with upi.edu domains so it has the URL http://labvirtual.agroindustri.upi.edu. Virtual
laboratory outlook is presented in Figure 3.

Figure 3. Outlook of web-based virtual laboratory http://labvirtual.agroindustri.upi.edu

While simulation of water content analysis and ash content analysis in virtual lab using unity
application. One of the characteristics of multimedia learning must be interactive that has the ability to
accommodate user response (Daryanto, 2013). Virtual lab as computer-based learning media can be
considered as a complete messaging system such as drills and exercises, reference tools, tutorials, games,
simulations and complex calculations (Carl & Anderson, 1994).). Virtual laboratory facilitates students
like studying in real laboratory. Providing feedback on a virtual laboratory can create two-way
communication resulting in student learning motivation (Yuniarti, et al, 2012). Evaluation was the final
step undertaken in the development of a virtual laboratory. This stage consists of previewing and editing
prior to validation by expert validator.

3.3. Expert Validation-revision

Expert validation on development of virtual laboratory, conducted to find out expert opinion
and measure feasibility of developed virtual laboratory, before being tested to respondents. Assessment
of media experts on the development of virtual laboratory, includes aspects of software and visual
communication, referring to the media feasibility assessment guidelines (Wahono, 2006). Media
outlook is the result of visualization of investigations, simulations and materials so that integration of
media and material view is a mutually supportive unit (Dobrzański & Honysz, 2010). The expert's
assessment of the feasibility of virtual laboratory is conducted using a questionnaire.
The results showed that media expert judges appropriately on web-based virtual laboratory, on
aspects of software and visual communication. In addition, media experts provide suggestions for
improvements such as adding program menu hints, adding a left-right scroll bar to the tool display,
increasing the size of the logo on virtual laboratory home page display, moving the widget about the
program to the main menu parallel on Home page and calendar menu deletion. Revisions have been
made to create an interactive virtual laboratory as learning media. In addition, interactive learning media
must have ability to accommodate user responses (Daryanto, 2013) Moreover, one of criteria of software
assessment on learning media is readability aspect, ease of use, display quality and program management
quality (Arsyad, 2009).
Expert assessment for materials of web-based virtual laboratory is conducted to test the
feasibility language of virtual laboratory materials, in terms of material relevance, material adequacy
and language quality used. The results showed that the material experts stated feasible for web-based
virtual laboratory, from material relevance aspect, adequacy of benefits and quality of language.
Nevertheless, the material expert provides suggestions for material improvements in virtual laboratory,
such as addition of an animated video tutorial on analysis of water content and ash content; addition of
learning evaluation tools, addition of simulations on various methods of analysis of water content and
ash content; addition of Good Laboratory Practice (GLP) materials; and addition of modules in the
virtual lab. Revisions have been made to create an effective virtual laboratory as learning media. The
principle that must be fulfilled in development of virtual laboratory as learning media is relevance.
Developed media must have benefit as a tool in learning process, able to attract more students' attention
so that it can generate learning motivation (Sanaky, 2011) In addition, the use of language in learning
media such as virtual laboratory can affect effectiveness of information.

3.4. Product trial-revision

Product trials were conducted in two stages: on a limited scale and on a wider scale, which was
performed after revision-expert validation. Web-based virtual laboratory was tested in limited scale to
students who had been following food analysis course. This limited-scale trial was conducted to obtain
information on feasibility of developed virtual laboratory that were measurable from student responses
after trying to use virtual laboratory. The results showed that in terms of software, more than 75% of
respondents stated strongly agree that virtual laboratory run smoothly when used (or not easily error),
keeps running well even if used for a long time, easy to use. Obviously, the navigation keys used were
consistent and work properly. This virtual laboratory is an innovation product that has never been
developed before in agro-industrial technology education study program. It affected the responses of
respondents. The majority of students responded positively after trying to use virtual lab. Web-based
virtual laboratory, able to visualize experiments of water content analysis and ash content analysis
conducted in real laboratories. In addition, respondents expressed their feasibility of the virtual lab
software aspect and stated strongly in agreement with development of virtual lab, also very interested
in learning to use Virtual lab.
The results of the study also showed that majority of respondents (70-80%) agreed to use of
language and sentence in virtual laboratory because it was easy to understand, the text presented can be
read clearly, the quality of color brightness was good, the animation was displayed well, the audio used
nice to hear, and virtual lab display was pretty good. Virtual laboratory developed were equipped with
simulation analysis that require input from user so that user can run the simulation own. Effectivity and
efficiency of virtual laboratory was reflected from its ability to overcome the limitations of objects so
as to provide ease, usefulness and security at an affordable cost (Saleh, et al, 2009)
The results also showed that students strongly agree if virtual lab can increase spirit and desire
of students to learn. Respondents also stated that application of language and flow of virtual laboratory
presentation was easy to understand and the material presented systematically, so it can help the students
in understanding the content of water content analysis and analysis of ash content in food analysis
courses. Increased motivation of attention aspect can cause interest in student learning that is the
tendency to feel interested in learning or certain subject and feel happy to learn the material. In this trial,
obtained suggestions from the respondents include software improvements, visual communications and
learning materials.
Large-scale trial for virtual laboratory were performed after a limited-scale trial revision. This
trial was conducted to determine level of virtual laboratory feasibility developed. The results of large-
scale virtual laboratory trials seen from the software aspects were at 75% -82% intervals. It showed that
students strongly agree that virtual laboratories (not easy to error when used), easy to use, user manual
used is clear, navigation key used consistently and can function well. The result of research also showed
that student very agree with development of virtual laboratory and very interested to learn using Virtual
laboratory content analysis of water content and analysis of ash content of food analysis courses.

4. Conclusions
 Web-based virtual laboratory for food analysis courses was developed through several stages:
needs analysis; development of web-based virtual laboratory; expert validation; product trial- revisions.
Expert validation results, both media experts and material experts, in terms of software engineering,
visual communication, material relevance, adequacy of benefits and quality of language, indicated that
web-based virtual laboratory, categorized as proper to use. As well as students as product trial
respondentss, expressed satisfaction with web-based virtual laboratory since it was easy to use,
improved their learning motivation, also made it easier to understand food analysis course.

Acknowledgments
The work is funded by UPI (Universitas Pendidikan Indonesia) Research Grant, Budget Year 2017

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