Validity of LKPD Supporting Virtual Laboratory Activities on

Solution Electrical Conductivity

Amoy I. Putri1*, Andromeda1
2
Pendidikan Kimia, Fakultas Matematika dan IPA, Universitas Negeri Padang, Jl. Prof. Dr.
Hamka, Air Tawar Barat, Padang Utara, Sumatera Barat, Indonesia. 25171.
*
Email: amoyinneke13@gmail.com
ABSTRACT
In chemistry learning, practicum activities have not been completed on each basic
competency, due to the density of learning materials so that practicums can be carried out
virtually. Then there are no teaching materials to support the implementation of the
practicum, some of which can be in the form of Student Worksheets (LKPD). Making this
LKPD using Plomp's research and development steps. The data collection instrument used is
a validity questionnaire. The data analysis technique used is the data analysis technique of the
validity test results using the Aiken's V scale. Based on the research that has been completed,
the research results are in the form of LKPD products and LKPD validity values. The average
value of the validity of the LKPD supporting virtual laboratory activities is 0.67 with the
criteria already valid to be used to support virtual laboratory activities in class X high school
chemistry learning on the material "Electrical Conduction of Solutions".
KEYWORDS
LKPD, Virtual Laboratory, Electrical Conduction of Solutions, Plomp’s Model.

ABSTRAK
Dalam pembelajaran kimia, kegiatan praktikum belum dilakukan pada setiap kompetensi
dasar, dikarenakan padatnya materi pembelajaran sehingga praktikum dapat dilakukan secara
virtual. Kemudian belum adanya bahan ajar untuk menunjang pelaksanaan praktikum,
beberapa diantaranya dapat berupa Lembar Kerja Siswa (LKPD). Pembuatan LKPD ini
menggunakan langkah penelitian dan pengembangan Plomp. Teknik analisis data yang
digunakan adalah teknik analisis data hasil uji validitas dengan menggunakan skala Aiken's
V. Berdasarkan penelitian yang telah dilakukan maka hasil penelitian berupa produk LKPD
dan nilai validitas LKPD. Rata-rata nilai validitas LKPD penunjang kegiatan laboratorium
maya adalah 0,67 dengan kriteria sudah valid digunakan untuk menunjang kegiatan
laboratorium maya pada pembelajaran kimia kelas X SMA pada materi “Konduksi Listrik
pada Larutan”.
KEYWORDS
Lembar Kerja Peserta Didik, Laboratorium Virtual, Daya Hantar Listrik Larutan, Model
Plomp.

1
1. PRELIMINARY
Education in Indonesia has held
compulsory education for twelve years in
elementary, middle and high school.
Education in high school requires students
who have the competence of attitudes,
knowledge, general skills and special skills
to face the world of learning and the
increasingly competitive world of work.[1]
Many efforts have been made by the
government to improve the quality of
further education and student learning
outcomes, one of them is the improvement
of the “Kurikulum Tingkat Satuan
Pendidikan (KTSP) into the “Kurikulum
2013”. The “Kurikulum 2013” is a
curriculum developed to improve and
balance soft skills and hard skills in the
form of attitudes, skills, and knowledge.
So it can be concluded that the
“Kurikulum 2013” is a curriculum that is
very suitable in developing students
independent learning abilities and is able
to improve students' understanding in
learning chemistry.[2]
Furthermore, in terms of the
provision of facilities and infrastructure,
the government has tried to complete the
facilities and infrastructure to support the
learning process in several schools in
Indonesia, especially experimental
laboratory rooms that support the
implementation of experimental methods
in the teaching and learning process. The
experimental method is one of the learning
methods that must be carried out in science
learning, such as learning chemistry,
biology, and chemistry. The experimental
method can provide opportunities for
students to be directly involved in finding
concepts, developing cognitive, affective
and psychomotor abilities so as to make
students understand the learning material
better.[3]
One of the sciences that has
important role in completing the demands
of national development and underlies the
development of technology is chemistry.
Many technological products are made
2
based on chemical principles. Basically
chemistry is one of the fields of science
that studies natural phenomena and events
that are real and abstract symptoms.
Therefore, students are required to be able
to study chemistry in order to be able to
deal with changes that occur in various
fields, both in the cognitive and skills
fields so that they can act on the basis of
logical thinking, think critically, creatively
and innovatively in accordance with the
demands of the “Kurikulum 2013”.
In study of chemistry, it takes a form
of learning not only theoretical learning,
study of chemistry also requires laboratory
activities supporting abstract chemistry
subject. The study of chemistry includes
materials that are mandatory areas of
expertise related to the main competencies
that students must possess, one of them is
the electrical conductivity of solutions.
Laboratory activities are a form of practica
l activity carried out in an adapted environ
ment with the aim that students participate
in planned learning, interact with equipme
nt to observe and understand phenomena.
[4]
Laboratory activities can be done in real
and virtual (virtual). One of the right altern
atives so that students continue to do practi
cum in the density of theoretical learning, i
t is better to do virtual practicum or virtual
laboratory activities.
One of the ways to do virtual laboratory
activities for electrical conductivity of
solutions is the PHeT application and the
Vlab from link
vlab.belajar.kemendikbud.go.id.
Virtual laboratory activity is a form
of experiment or practicum with tools and
materials that are not real. Virtual
laboratories can be run with computers,
laptops, and others. In its use, virtual
laboratories can simulate chemistry
concepts, both from the limitations of the
chemistry laboratory itself and other
limitations, such as the implementation of
laboratory activities with a long time span
or very short events and also the macro
and micro conditions of the materials to be
practiced. Virtual laboratories include
media that are used to help understand a
subject and can provide solutions to the
limitations or absence of laboratory
equipment.[5] Virtual laboratories are not
considered a substitute or competitor for
real laboratories, but rather as an
alternative to practical work that is not
realized in a real laboratory at affordable
costs, presenting interactive models,
exploratory learning tools to support
learning, and research. In a more specific
sense, virtual laboratories can be defined
as practicum or experimental activities
using computer technology in the form of
experiments using electronic devices
(computers, laptops, macbooks, etc.) in the
real laboratory as a medium for all the
limitations of laboratory activities.
Student Worksheets (LKPD) are
sheets containing assignments that must be
done by students. Usually contains
instructions, steps to complete a task.[6]
LKPD is one of the teaching materials to
support learning activities. Some of the
objectives of preparing LKPD are as
follows, (1) preparing students' conditions
to be ready to learn before the
implementation of learning activities, (2)
guiding students to process their learning
outcomes (finding or proving the concepts
they are learning), (3) motivating students
to learn independently, (4) enrich the
concepts that students have learned
(acquired learning outcomes) to be applied
in real life.[7] The existence of LKPD
supporting virtual laboratory activities, the
study of chemistry can be helped because
the subject matter of chemistry discusses
something microscopic and abstract.
Based on the special equality that
have been described, the researcher wishes
to create LKPD that can support laboratory
activities in the study of chemistry. In
general, the purpose of this research is to
develop LKPD to support virtual
laboratory activities on chemistry.
Specifically, the purpose of this study is to
see how the feasibility of LKPD supports
virtual laboratory activities on the
electrical conductivity of the solution and
3
to determine the value of its validity. The
researcher has conducted research by
making virtual laboratory supporting
LKPD on the electrical conductivity of the
solution and has tested its validity value.
The results of the research are reported in
this article and are entitled “Validity of
LKPD Supporting Virtual Laboratory
Activities on Solution Electrical
Conductivity”.
2. RESEARCH METHOD
This research was completed at the
FMIPA UNP and in SMA N 1 IV Angkek
in 2022. The subjects of the research were
2 lecturers in the chemistry department of
FMIPA UNP, and 1 high school chemistry
teacher. The object of this research is the
LKPD supporting virtual laboratory
activities on the material of Electrical
Conductivity of Solutions. This research is
a research and development using the
Plomp development model. The plomp
development model consists of 4 research
phases, the preliminary research phase, the
design phase, the realization phase, and the
evaluation phase.[6] In the preliminary
reearch phase, theoretical analysis was
carried out to support the development of
LKPD, curriculum analysis, student
analysis and analysis of teaching materials.
The next phase is the design phase where
the LKPD product design is completed
based on the results of the preliminary
research phase. The LKPD design was
made based on the Instructions for
Development of Teaching Materials issued
by the Depdiknas in 2008. After the design
phase was completed, it was continued
with the realization phase, completing the
LKPD product so that the validation could
be assessed by the validator. Furthermore,
the existing LKPD is assessed by the
validator to determine the value of its
validation in the evaluation phase.
This study uses a data analysis
technique in the form of Aiken's V scale
and uses a validation sheet in the form of a
questionnaire that has a value scale of 1-4.
After the product was validated by the
validator, the researchers analyzed the
results of the questionnaire scores with the
following Aiken's V formula:
V=
∑s
n(c −1)
s=r−I o
Description :
Io :Lowest score in category
c :The number of categories that
the rater can choose
r :Score given by the assessor
n :Number of raters
According to the Aiken's V scale, the
invalid category of a product is stated by
its "V" value. If value "V" is less than 0.4
then the product made is declared invalid,
while if the value of "V" is large equal to
0.8 then the resulting product has a high
validity value. As for the value of "V"
which is in the range of 0.4 to 0.8, it means
that the product has a moderate validity
value.
3. RESULTS AND DISCUSSIONS
3.1 Results of the research
The result of this research will be
seperated in four parts.
3.1.1 Preliminary Research Phase
In this first phase, several analyzes
were produced, including:
a. Curriculum Analyzation
At this phase an analysis of the
applicable curriculum is completed. The
applicable curriculum at SMA N 1 IV
Angkek is the “Kurikulum 2013”.
Therefore, the LKPD developed refers to
the “Kurikulum 2013”.
b. Comptency Analyzation
The results of the competency
analysis through observation
questionnaires obtained several problems
on the factors supporting the achievement
of learning capabilities to be achieved by
students in chemistry subjects.
c. Students Analyzation
4
The results of student analysis
conducted through observational
questionnaires revealed the fact that
students initial understanding of chemistry
subjects on the conductivity of the solution
material was not good enough, and
students' interest in chemistry subjects was
quite high.
3.1.2 Design Phase
Based on the analysis of the preliminary
research phase, the researchers made the
preparation of the LKPD design and
research instruments. In designing Student
Worksheets, there are several things will
focused on. Some of them are, product
development design aimed at students,
selection of materials that are in
accordance with virtual laboratories to
achieve the competencies you want to
learn. The results of the LKPD design to
support virtual laboratory activities on the
electrical conductivity of the solution
contain several main components in
accordance with the Instructions for
Development of Teaching Materials issued
by the Ministry of National Education in
2008. The components contained in this
LKPD design are cover, practicum title,
identity, competence. basis, indicators of
competency achievement, completion
time, brief information, work steps,
assessment, and bibliography.
3.1.3 Relization Phase
After the design phase is completed,
the next step is to realize the design to
produce a product called a prototype. In
this phase, the LKPD that has been
produced has not been validated by the
validator. The following product examples
are shown in Figure 1, Figure 2 , Figure 3
and Figure 4.
 Figure 1. LKPD cover display Figure 3. Work steps display

(a) Figure 4. Evaluation and reference display

3.1.4 Evaluation Phase
For the next phase, validation is
completed by LKPD experts produced in
the realization phase. The learning tools
that are part of this prototype are then
given to the validators to be validated. The
results of this validation are used as the
basis for revising and improving the
LKPD that was developed before being
tested on a limited basis in schools. The
validators provide an assessment of the
LKPD based on three components of the
book assessment, that is: content
(b)
feasibility, language, and presentation. In
Figure 2. (a) Display of Title, Identity,
addition to validating the LKPD, the
Competency Achievement Indicators (b)
validators also provide a general
Completion Time and Brief Information.
assessment of the developed LKPD. This
assessment is in the form of a statement
whether the validated LKPD can be used
in the field or not. For parts of the LKPD
that are not yet feasible, suggestions for
improvement are given.

5
 After the validation test was done, a
questionnaire analysis was completed
using the Aiken's V scale. The results of
the data analysis showed the value of each
component of the LKPD was in the range
of 0.4 to 0.8, which means that this LKPD
product was in the moderately valid
category. For the feasibility component of
the LKPD content, it gets a value of 0.70,
the presentation feasibility gets a value of
0.88 and the linguistic feasibility
component gets a value of 0.66. In the
graphic feasibility component of this
LKPD product, it gets the lowest
validation value, which is 0.44 but this
value is still categorized as valid. After
being averaged for the entire component
value, the validation value of the LKPD
product supporting virtual laboratory
activities on electrical conductivity
material is 0.67, which means the LKPD
made is valid. The graph of the validation
value for each component can be seen in
Figure 4 below.
Validity Test Results
1 learning process. Based on these data, it
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0 In addition, from the validation
1 2 3 4
Figure 5. Graph of V Value of LKPD’s
Validity
3.2 Discussions
The LKPD developed is the LKPD
that supports virtual laboratory activities.
Laboratory activities are runed out
virtually due to time constraints and the
density of chemical materials. In
accordance with the analysis that has been
done, the LKPD developed is in
accordance with the applicable curriculum,
“Kurikulum 2013”. The material chosen is
the Electrical Conductivity of the Solution
6
which is part of the Electrolyte and Non-
Electrolyte Solution material. LKPD is
made according to the stages of developing
the Plomp model. After the LKPD is
finished with the existing stages, an
evaluation is completed on the LKPD to
see that the LKPD is valid and feasible to
be tested on students. LKPD is evaluated
using a questionnaire given to the validator
to be rated. The results of the validity of
the LKPD supporting virtual laboratory
activities on the electrical conductivity of
the solution by the validator are in the
valid category according to the eligibility
criteria based on the Depdiknas (2008).
This shows that the LKPD product made is
valid for use in the learning process.
Based on the results of the validity
test by the validator that has been analysis
with Aiken’s V thecnique, it can be
concluded that the LKPD product
supporting virtual laboratory activities on
the electrical conductivity of the solution
has a validity value with an average total
validation value of 0.67 LKPD is in the
valid category for use in the chemistry
can be concluded that this worksheet has
complete content, good presentation, good
graphics, and the use of appropriate
language. Thus, the LKPD supporting
virtual laboratory activities on the
electrical conductivity of the solution has a
high level of validity.
results and suggestions from the validator
on the validation questionnaire sheet,
several suggestions were obtained by the
LKPD validator, especially on the cover
section of the LKPD; adding the title of the
material chapter on the cover of the LKPD,
basic competencies; namely changing the
words to differentiate into analyzing
because previously the author was based
on the emergency curriculum, then
pictures on brief information; where the
previous author did not outline the edges
of the figure, then the data table and
bibliography. After revisions and
improvements were made based on the
suggestions given by the validator, a better
LKPD was produced than before.
4. CONCLUSION
Based on the research that has been
completed, it can be concluded that the
LKPD supporting virtual laboratory
activities on the electrical conductivity of
the solution developed with the Plom
development model can be said to be valid.
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[1] Kemendikbud. 2016. Peraturan Mente
ri Pendidikan dan Kebudayaan Republ
ik Indonesia Nomor 24 Tahun 2016 te
ntang Kurikulum 2013 Sekolah Mene
ngah Atas/ Madrasah Aliyah. Jakarta :
Depdikbud
[2] Fadlillah. 2014. Implementasi Kurikul
um 2013 Dalam Pembelajaran. Yogya
karta: Ar-Ruzz Media.
[3] Maradona. 2013. Analisis Keterampila
n Proses Sains Peserta didik SMA Kel
as XI IPA pada Pokok Bahasan Hidrol
isis melalui Metoda Eksperimen. Pros
iding seminar kimia: ISBN 978-602-1
9421-1096
[4] Usman, R. 2008. “Model Pembelajara
n Inkuiri Dengan Kegiatan Laboratori
um Untuk Meningkatkan Keterampila
n Berpikir Kritis Peserta didik Pokok
Bahasan Fluida Statis”, Tesis, Univers
itas Negeri Semarang, Semarang, Indo
nesia.
[5] Razi, P. 2013. Hubungan Motivasi
Dengan Kerja Ilmiah Peserta didik
Dalam Pembelajaran Fisika
Menggunakan Virtual Laboratorium
Kelas X SMAN Kota Padang. Jurnal
Teknologi Informasi Dan Pendidikan ,
119-124.
[6] Plomp, T. (2007). Educational Design
Research: An Introduction to Educatio
nal Research. National Institute for Cu
rriculum Development.