Development of Android-Based Virtual Lab in Oxygen
Gas Synthesis Experiment
Syifa Nuralif Istiqomah
Department of Chemical Education
UIN Sunan Gunung Djati Bandung, Indonesia
Syifanuralif173@gmail.com
Ida Farida
Department of Chemical Education
UIN Sunan Gunung Djati Bandung, Indonesia
farchemia65@uinsgd.ac.id
Abstract - The development of technology in the world of
education can be used in learning media such as making
virtual labs in elemental chemistry. Virtual lab as a
technology-based learning media in chemistry practicum
can be used as a solution for universities that cannot carry
out practical work directly. The virtual lab visualizes the
practical process and the laboratory environment
realistically so that it can provide students with a better
understanding. One of the elemental chemistry that is
difficult for students to understand is the element oxygen,
by doing oxygen gas synthesis practicum to help students
understand the element. This study aims to describe the
appearance, validation test results, and the results of the
feasibility test using virtual oxygen gas synthesis lab lab
media. The research method used is Design Based Research
(DBR) with an Analyze, Design, Development,
Implementation, and Evaluation (ADDIE) approach. The
virtual display of the oxygen synthesis practicum lab
includes the main page, main menu (Materials, procedures,
MSDS and material tools), profiles, instructions for using
media, practicum processes and observations. The results of
the validation test from this virtual lab have an average r
value of0.73 and the presentation of the feasibility test results
is 98.87%. This shows that the virtual lab of oxygen
synthesis practicum is valid and suitable to be used as a
learning medium if it is hampered by the direct
implementation of the practicum.
Keywords---Virtual Lab, android, sintetic
I. INTRODUCTION
Science is closely related to the existence of
laboratories, one of which is chemistry. Chemistry
studies matter, the properties of a substance, laws and
principles, some of which are abstract concepts such as
elements [1].In chemistry, practicum plays an important
role which aims to fulfill student competency skills. In
addition, conducting a practicum can be an alternative to
strengthen the understanding of the concept.
Elemental chemistry is one of the materials that
studies many concepts regarding the manufacturing
978-1-7281-4796-3/19/$31.00 ©2019 IEEE
Ferli Septi Irwansyah
Department of Chemical Education
UIN Sunan Gunung Djati Bandung, Indonesia
ferli@uinsgd.ac.id
process, trends in chemical properties and physical
properties, as well as the benefits of main groups and
transition groups in everyday life, so it is very important
to study at the university level [2]. According to research
by Rahma Dwiningsih the problem faced by students in
general is the lack of interest in reading caused by the
large amount of material in elemental chemistry that
must be studied by reading and studying, so when
studying elemental chemistry requires patience and
concentration. This has been assessed in elemental
chemistry being assessed as an abstract concept [3].
Another study conducted at the University of
Palangkaraya by Fatah & Wulandari showed that
understanding elemental chemistry was difficult for
students, especially on the elements nitrogen and oxygen.
This is because students tend to only memorize or
remember the concepts [4].
Oxygen is one of the concepts in elemental chemistry.
Oxygen is one of the most important elements because
oxygen can react with almost all elements that exist in
nature. Clean air contains 21% by volume of oxygen gas.
Oxygen is a very important element for the biological
process of breathing for the life of creatures living on
earth [5]. Other uses of oxygen are for medical purposes
in hospitals and rocket fuel [6]. Therefore, the presence
of oxygen is very familiar in everyday life, both its
benefits in the field of health, industry and others. So the
chemical synthesis of oxygen gas needs to be studied by
students. One of the ways to synthesize oxygen gas on a
small or laboratory scale is by electrolysis of water
treated with sulfuric acid using the tools available in the
laboratory. However, at the time of the distance learning
process, not all universities can do practical work directly
in the laboratory. This can be overcome by continuing to
develop technology in various fields, one of which is in
the field of education which encourages various efforts to
improve learning outcomes [7].
The development of technology in the world of
education is used in learning media or commonly
referred to as learning multimedia. Multimedia is a
combination of media elements such as text, sound,
graphics and integrated video [8]. Smartphones from the
Android system are one of the technologies used by
educators as learning media. Android was chosen
because it is the most ideal platform in providing
material in the form of an application. Along with
technological developments that have an influence on
learning patterns, we can overcome practical problems by
developing a virtual laboratory (virtual lab). The virtual
lab can be run on an Android-based smartphone so it is
easy to carry anywhere and without the need for internet
access. This advantage can be used to facilitate students
in learning in order to improve understanding of concepts
in cognitive and psychomotor aspects in practicum-based
chemistry learning [7].
Virtual lab is a potential medium for teaching
college-level chemistry laboratory courses [9] or a
computer software that can visualize an experiment in a
laboratory, especially an abstract presented through a
simulation [10]. The purpose of using virtual labs is to
provide a better understanding and realistic description of
the laboratory environment because virtual labs can
visualize experiments that cannot be carried out in
laboratories or experiments that are not understood
ethically carried out in conventional laboratories. In
addition, virtual labs provide opportunities for
practitioners to conduct experimental simulations to
improve skills in the laboratory [11].
Virtual labs can simulate something complex,
visualize phenomena that can't actually be described
macroscopically and can be a solution for experiments
with limited tools [12]. So many researchers have
developed this virtual lab as a learning medium. Like
Muchson, Winarni & Agusningtyas who developed
virtual lab learning media on acid-base material, it is
categorized as very feasible to be implemented in
learning [7]. Asih et al., also developed a virtual lab in
the boiling point elevation and vapor pressure practicum
which has a very high level of validity based on the
results of the assessment of the suitability of the content,
construction, and ease of use aspects so that it is suitable
for use in the learning process at school [13]. Setiawan
and Dwiningsi also developed a virtual lab on the
chemical element of the hydrogen sub-material which is
categorized as very suitable for use in learning media
[14]. Another study conducted by Benarivo mangengke
and Dwiningsih (2020) showed that the virtual
laboratory-based learning media developed was declared
feasible as a learning medium for the aluminum element
chemistry sub [15].
From several previous research results, there has been no
research on the creation of a virtual lab in the oxygen gas
synthesis practicum, so with that the author intends to
initiate a research entitled "Development of Android-
Based Virtual Lab in Oxygen Gas Synthesis
Experiment". The purpose of this research is to describe
the appearance, the results of the validation test and the
results of the feasibility test of the Virtual Lab media for
oxygen gas synthesis. This is because, when performing
oxygen gas synthesis practicum in a conventional
laboratory, the process for detecting or detecting the
presence of oxygen gas cannot be described
macroscopically. Therefore, it is necessary to use
learning media to visualize the results of the
identification of oxygen gas through experiments using a
virtual lab.
II. METHOD
This study uses the design Based Research (DBR)
method. According to (Herrington et al., 2007) the DBR
method can be used in the development of technology-
based learning media using two stages, namely the
analysis stage and the design development stage. . [16].
However, this research was only carried out until the
development stage, because this AR-based learning
media did not reach the implementation stage [17].
This research took place at UIN Sunan Gunung Djati
Bandung with the object of research being Chemistry
Education students. This research was conducted in
October 2021. It started by conducting an RPS analysis
and analysis of relevant journals. Then the design stage is
carried out, namely making flowcharts and storyboards,
then the development stage is realizing the design that
has been made, namely making a Virtual Lab for oxygen
gas synthesis. After that, data collection was carried out
in the form of validation tests and feasibility tests. The
validation test was carried out by one media expert
lecturer and two material expert lecturers, while the
feasibility test was carried out on 10 Chemistry
Education students.
The data obtained from the research results are in the
form of quantitative data and qualitative data.
Quantitative data is generated from the results of the
validation test and feasibility test. While qualitative data
in the form of a description of the appearance of the
media created. Quantitative data analysis was carried out
by comparing the results of the validation test value with
a predetermined critical value of 0.30. If the value of
rcount is greater than the critical value, then the results of
the validation test of the learning media are valid [18].
The formula for calculating the results of the validation Figure 1 Main Menu Display
test or also called rcount, is as follows:
Instructions menu displays information or a brief
x description of the function of each button used in this
r=
N .n application. So that users can use the application easily.
easier. The user manual display is shown in Figure 2.
Information:
r = Validation score;
x = Validator's answer score;
N = Maximum score;
n = number of validators
III. RESULTS AND DISCUSSION
A. Description of Android-Based Virtual Lab Display on Figure 2 Display instructions for using the virtual lab
Oxygen Gas Synthesis Practicum
Material menu contains brief material about oxygen
Making an Android-based virtual Lab in the oxygen gas synthesis. The material is presented in the form of
gas synthesis practicum begins with determining the images and text to make it easier for the user to
concepts that will be displayed in the application and understand the material before doing the practicum. The
analyzing the things needed in making virtual Lab media display of the material is shown in Figure 3.
[19], such as flowcharts and storyboards. Flowchart is a
diagram that explains the steps of the programming
process in detail [20]. The steps described in the
flowchart are then applied in the form of a storyboard.
This storyboard is in the form of a sketch that can convey
ideas about each menu and 3D AR images become easier
to understand and then make the media [21].
On the main menu of the Android-based virtual lab in
the oxygen gas synthesis practicum, there are menus of
materials, procedures, MSDS, and Material Tools. In Figure 3 Oxygen gas synthesis material display
addition, on the main menu there are profile buttons,
instructions and settings. Profile (containing a brief The procedure menu displays a picture of a series of
developer identity, instructions containing how to use the tools along with a description of each stage. The
virtual lab application as a whole. The main menu following procedure menu display is shown in Figure 4.
display is shown in Figure 1.
 material. If the user clicks on the bottle of material and
the words "wrong" appear indicating that the material
taken is not appropriate, it is shown in Figure 6.

Figure 4 Trial Procedure Display

MSDS menu displays a cupboard containing several

chemicals in reagent bottles used in oxygen gas synthesis
experiments. In each reagent bottle there is a button for
the name of each chemical which when clicked will
display the Material Safety Data Sheet (MSDS) of the
chemical. This MSDS contains the chemical properties,
physical properties, hazards and countermeasures of each
material. The MSDS display is shown in Figure 5 a&b.
Figure 6 Display Tool selection is not right
After all the materials have been collected, a page
will appear containing the option to continue the
practicum or not.
In taking the material, the user must choose the right
tool according to the substance of the material. If the tool
taken is not appropriate, there will be no response
whatsoever. On the other hand, if the tool is taken
correctly according to the procedure, the selected tool
will automatically take the material that has been
provided as shown in Figure 7.

Figure 5a Chemical MSDS display

Figure 7 Display when taking ingredients

.On the toolkit page, several tools that will be used in

the experiment are displayed as shown in Figure 8.

Figure 5b Chemical MSDS display

In the tools and materials displayed in the laboratory

room, a cupboard containing some tools and materials
that were not used in the experiment. In this section the
user has to choose the right material according to the
procedure. In addition, in this section there is a "help"
button which when clicked will automatically move to
the procedure page. This can make it easier for users
when they feel confused or forget to choose the right Figure 8 View of the tools before assembling
 In addition, there is also an "arrow" button which
when clicked will gradually assemble the experimental
tools. As shown in Figure 9. The experimental page
shows the formation process for the synthesis of oxygen
gas. The receding water indicates the identification of
oxygen gas. The display on the next page aims to test the
presence of oxygen gas with a flame test.
Figure 9 Appearance Process for the formation of
oxygen gas synthesis
On the next page, a selection of observations
regarding the experiments that have been carried out is
displayed. On that page there is a button that says "the
flame grows" and "there is no change" as shown in
picture 10.
Figure 10 Observation evaluation display
B. Analysis of Android-Based Virtual Lab Validation
Test Results in Oxygen Gas Synthesis Practicum
After the media was completed, validation tests were
carried out on 3 validators from the chemistry education
lecturer at the State Islamic University of Sunan Gunung
Djati Bandung consisting of 2 media experts and 1
material expert. This validation test aims to determine the
validity of the media that has been made, using a
validation questionnaire given online. The validation test
questionnaire contains 4 aspects, namely the learning
aspect. material, language and visual appearance of the
media. In each aspect, several questions are given and an
answer column is provided with a value scale of 1-5. In
addition, the validator can also provide criticism and
suggestions that will be used as material for improvement
to improve the media that has been created.recapitulation
of media validation from the three validators can be seen
in table 1.
TABLE II. VALIDATION RESULTS BY EXPERT VALIDATORS
No. Aspect rcount Result
1 Learning 0,72 Valid
2 Language 0,73 Valid
3 Theory 0,75 Valid
4 Media Visual Display 0,72 Valid
Average 0,73 Valid
The results of the validation test from all aspects get
an average rcount value of 0.73 it shows that the android-
based virtual lab media in the oxygen gas synthesis
practicum is valid and can be continued to the next stage.
feasibility test [22]. The validity is obtained from the
comparison of the rcount and critical values. The media
is declared valid if the value of rcount is greater than the
critical value of 0.30 [18].
IV. CONCLUSION
In the research that has been done regarding the
creation of an android-based virtual lab in the oxygen gas
synthesis practicum, it can be concluded that the media is
declared valid and feasible to use. This is reinforced by
the results of the validation test which has an rcount of
0.73. The virtual lab display consists of the main page,
the main menu (Materials, procedures, MSDS and
material tools), profiles, instructions for using media,
practicum processes and observations.
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