Development of Project-Based Learning Resources Integrated with Virtual Laboratory to Enhance Higher-Order Thinking Skills in HPLC Teaching

Abstract

Limited access to High Performance Liquid Chromatography (HPLC) instruments and laboratory facilities remains a major challenge in chemistry learning, limiting students' opportunities to develop analytical skills and higher-order thinking skills (HOTS). This study aims to develop and validate project-based learning resources integrated with a virtual laboratory for HPLC instruction. The study employed a Research and Development (R&D) approach using the ADDIE model, with this article focusing on the Development phase. The developed product consists of HPLC learning materials, project-based learning activities, mini-projects, and an interactive virtual laboratory integrated into a digital learning resource. Product validation was conducted by subject matter experts and media experts using a four-point Likert-scale instrument adapted from the National Education Standards Agency (BSNP). The results showed an overall validation score of 3.51 ± 0.05, indicating that the developed learning resource was highly feasible. The language, presentation, and content aspects obtained mean scores of 3.56 ± 0.49, 3.49 ± 0.33, and 3.47 ± 0.41, respectively. These findings indicate that the developed learning resource has high content validity and media quality, making it suitable for HPLC instruction. The integration of Project-Based Learning and a virtual laboratory has the potential to provide meaningful learning experiences and support the development of students' higher-order thinking skills in separation chemistry.