Atik Kurniawati, Ni Luh Putu Eka Sudiwati

ANALYSIS OF STUDENTS UNDERSTANDING LEVEL ON THE USE OF VIRTUAL LABORATORY IN PRACTICUM

Introduction

Analysis of students understanding level on the use of virtual laboratory in practicum. Analyze student understanding of virtual labs in health vocational education. Study finds virtual labs effective for enhancing conceptual understanding in blood group serology practicum.

Abstract

The advancement of digital technology has significantly influenced innovation in health vocational education. One such innovation is the use of virtual laboratories as simulation-based practicum media. This study aims to analyze students’ understanding levels regarding the use of virtual labs in Blood Group Serology Practicum at the Diploma III Blood Bank Technology Study Program, Poltekkes Kemenkes Malang. This research employed a quantitative descriptive method using a survey approach. The respondents were 68 students who had participated in the virtual lab practicum. Data were collected using a 5-point Likert-scale questionnaire covering conceptual understanding, user perception, and technical constraints. The findings revealed that students’ understanding levels of virtual lab usage were in the good to very good category, with an overall mean score of 4.61 ± 0.71. The conceptual understanding aspect achieved the highest mean score (4.69), indicating students’ strong comprehension of antigen–antibody reactions and agglutination interpretation. Meanwhile, the technical constraint aspect showed the lowest mean score (2.63), suggesting minimal technical issues. These results indicate that virtual laboratories are effective in enhancing conceptual understanding and serve as an efficient, safe, and competence-based alternative learning media in health vocational education.

Review

The paper "ANALYSIS OF STUDENTS UNDERSTANDING LEVEL ON THE USE OF VIRTUAL LABORATORY IN PRACTICUM" addresses a timely and significant topic concerning the integration of digital technology in health vocational education. The use of virtual laboratories as simulation-based practicum media holds considerable promise for enhancing learning experiences, particularly in fields like Blood Bank Technology where safety and resource efficiency are paramount. The stated aim to analyze students' understanding levels regarding virtual lab usage in a specific practicum is clear and directly relevant to current pedagogical innovations. The research employs a quantitative descriptive method, providing a structured approach to assessing student perceptions and understanding, which is a strength for an initial evaluation of such an intervention. The study surveyed 68 students from the Diploma III Blood Bank Technology Study Program using a 5-point Likert-scale questionnaire, covering conceptual understanding, user perception, and technical constraints. The findings indicate a largely positive reception, with students demonstrating a "good to very good" overall understanding level (mean score of 4.61 ± 0.71) regarding virtual lab usage. Notably, conceptual understanding achieved the highest mean score (4.69), suggesting that the virtual lab effectively facilitated comprehension of complex concepts like antigen-antibody reactions and agglutination interpretation. Furthermore, the low mean score for technical constraints (2.63) points to a largely smooth operational experience, which is crucial for the successful implementation of digital learning tools. These results strongly support the potential of virtual laboratories as an effective, safe, and efficient alternative learning medium in health vocational education. While the findings are encouraging, the abstract suggests several areas for further consideration that could strengthen the impact of this research. The study's focus on a single institution (Poltekkes Kemenkes Malang) and a specific practicum (Blood Group Serology) might limit the generalizability of the results to other institutions or different vocational health disciplines. Future research could benefit from comparative studies involving traditional laboratory settings or examining a broader range of practical skills and institutions to validate these findings across diverse contexts. Additionally, while "understanding level" is measured, deeper insights into *how* the virtual lab specifically contributes to this understanding—perhaps through qualitative methods or pre-post test designs—could further enrich the conclusions. Exploring the long-term retention of conceptual understanding and the transfer of skills from virtual to physical settings would also be valuable for solidifying the evidence base for virtual laboratory efficacy.

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