JTK: Jurnal Tadris Kimiya 9, 2 (December 2.
: 136-148 Website: http://journal.
id/index.
php/tadris-kimiya/index ISSN 2527-9637 .
ISSN 2527-6816 .
Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools Suci Nabila1.
Sulastri2,3*.
Sri Winarni2.
Zulfadli2.
Ibnu Khaldun2 and Lilia Ellany Mohtar4 1Study Program of Master Science Education.
Graduate School.
Syiah Kuala University.
Banda Aceh.
Indonesia 2Departement of Chemistry Education.
Faculty of Teacher Training and Education.
Syiah Kuala University.
Banda Aceh.
Indonesia 3STEM Research Center (STEM.
Syiah Kuala University.
Banda Aceh.
Indonesia 4Department of Physics.
Faculty of Science and Mathematics.
Universiti Pendidikan Sultan Idris.
Perak.
Malaysia *E-mail: sulastri@usk.
Received: September 2024.
Accepted: December 2024.
Published: December 2024
_____________
Abstract Laboratories play a crucial role in enhancing learning experiences, verifying scientific concepts, and solving problems through scientific methods.
However, the implementation of chemistry practicums in schools often faces significant challenges.
This study aims to identify the problems hindering the implementation of chemistry practicums and propose alternative solutions to address these issues.
A survey method was conducted using a qualitative descriptive approach.
The population consisted of 45 schools in Aceh, involving 981 grade XII students.
A cluster sampling technique selected 13 schools, comprising 80 participants, including principals, chemistry teachers, and students.
Data were collected through validated instruments, including observation sheets, response questionnaires, interviews, and documentation.
The findings revealed several obstacles, including inadequate laboratory infrastructure, unprepared teachers, insufficient tools and materials, limited supporting facilities, and a lack of laboratory staff.
To overcome these challenges, alternative solutions were suggested, such as conducting practicums in classrooms through demonstrations, utilizing natural materials and virtual media, aligning practicums with learning standards, adopting blended learning models, and recruiting laboratory staff.
These proposed solutions provide practical approaches to improving chemistry practicum implementation in public high schools, ensuring students gain hands-on learning experiences and enhancing their understanding of scientific concepts.
Keywords: chemistry education, laboratory, practicum DOI: https://doi.
org/10.
15575/jtk.
Introduction A laboratory, often referred to as a Aulab,Ay is a place where scientific research, experiments, measurements, and scientific training are carried out.
According to the Ministry of National Education, a laboratory is a place to apply scientific theory, test hypotheses, validate experiments, and conduct research using tools that serve as facilities to complete practical activities (Indrawan et al.
, 2.
Furthermore, it is also a place for the development of knowledge (Pawlicka-Deger.
Practical work is essential in achieving chemistry learning goals (Inayah et al.
, 2.
Students engage in gaining insight and discussing problem-solving strategies with group members.
Indirectly, behavioral changes in cognitive, psychomotor, and affective aspects emerge as natural outcomes.
Nabila.
Sulastri.
Winarni.
Zulfadli.
Khaldun and L.
Mohtar Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools contributing to the development of logical and systematic thinking (Rahman et al.
, 2.
Students play a crucial role in understanding the material, aiming to develop a scientific mindset, achieve the required grades, and grasp the essence of the subject matter (Darmaji et al.
, 2019.
Puspita et al.
, 2.
The learning process, by applying a practical model, provides opportunities for students to actively engage, experience, and validate the knowledge they have acquired, fostering motivation, interest, and process skills (Ardiansyah et al.
, 2.
Success in carrying out practical activities relies on the availability of complete laboratory facilities, such as proper storage space, chemical equipment, and conducive rooms (Namira et al.
, 2.
Schools with dedicated chemistry laboratories are essential to accommodate large numbers of students and store substantial amounts of equipment and materials without disruptions (McHugh et , 2.
Additionally, spatial planning is critical to minimize accidents during experiments, facilitate supervision, and optimize the use of tools and materials (Gusnani et al.
, 2.
Chemistry is one of the subjects within the scope of science.
The abstract and challenging nature of chemical material makes it inseparable from the laboratory (Merta, 2.
Laboratories play a crucial role in developing conceptual understanding, inquiry skills, scientific perception, and cognitive growth (Elbayoumi, 2020.
Grushow et al.
, 2.
Therefore, learning activities are often conducted through experiments to enhance studentsAo skills in using various equipment.
Experimental activities guide students to develop directed and systematic skills based on concrete, collaborative, reflective, and interpretive experiences (Agustian et al.
, 2.
Currently, chemistry practicals are rarely conducted in several schools due to incomplete laboratory facilities (Jahro et al.
Osman & Lay, 2022.
Prajoko et al.
, 2.
Through experiments, students not only acquire experimental techniques but also deepen their understanding of concepts.
Teachers are responsible for ensuring the availability of practical materials, maintaining work safety, and supervising the proper use of tools and chemicals both inside and outside the laboratory (Elbayoumi, 2020.
Grushow et , 2.
Practical activities enhance studentsAo process skills, which include observing, questioning, predicting, planning, conducting investigations, processing and analyzing data, evaluating and reflecting, and communicating results (Ardiansyah et al.
, 2.
However, implementing experiments in classrooms remains problematic due to a lack of laboratory facilities, making the experimental process ineffective.
The availability of facilities and infrastructure practicals are sometimes delayed, leading to problems such as practical topics not being conducted due to the limited availability of tools and materials, which are often quite expensive (Asmaningrum et al.
, 2018.
Harta et , 2.
The management of tools and materials for practical activities in schools has also not been carried out properly.
Not all materials for practicals are implemented according to the initial plans made by the teacher, which impacts the timing of practical activities (Damayanti et al.
, 2.
In line with the research of Mardhiya and Laila .
, it has been explained that issues in conducting practical activities stem from the unavailability of chemical equipment, limited time, and poor laboratory management.
These challenges often arise due to the lack of follow-up from schools regarding the facilities required by teachers to conduct experiments.
As a result of these limitations, teachers have resorted to creating practical activities using simple tools and materials that are easy to find in the Determining the tools and materials to be provided in the laboratory requires laboratory assistants.
Each hands-on activity requires tools with specific completeness and The tools used must align with the practical needs, including basic tools, demonstration tools, support tools, and fire Teachers and laboratory assistants also prepare procedures for Jurnal Tadris Kimiya 9, 2 (December 2.
: 136-148 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Nabila.
Sulastri.
Winarni.
Zulfadli.
Khaldun and L.
Mohtar Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools borrowing tools and materials (Subamia et al.
Wibowo, 2.
due to limited funding and insufficient administrative staff, resulting in infrequent laboratory inventories (Sabudu et al.
, 2.
Additionally, practical activities have not been carried out effectively because laboratories are often used as study rooms, and the absence of laboratory staff leads to poor management of tools and materials.
Therefore, this study is important to identify the problems faced by schools regarding the causes and effects of not implementing chemistry practicums (Namira et al.
, 2.
Based on a field study conducted in one of the SMAN schools in Aceh, the chemistry laboratory has not been used for a long time, and there has been no follow-up from the school to renovate it.
In the materials room, there are chemicals that have leaked, evaporated, expired, or have unclear label Chemicals that are no longer suitable for use have not been disposed of and remain abandoned.
Discussions with teachers and laboratory managers revealed that the laboratory has been inactive since the Covid19 pandemic.
It is considered unsuitable for use because hazardous materials pose risks to both the school environment and the Furthermore, the completeness of constrained by the lack of support and assistance from the local government.
Other studies have also identified several problems in school laboratories, including incomplete chemical practicum equipment implementation, which demotivates teachers from conducting experiments (Rahman et al.
Similar issues were reported in other research, such as the lack of available tools and chemicals, infrequent inventory of tools and materials .
ften only conducted during agency data collectio.
, and the absence of laboratory assistants and technicians.
Expired materials are often stored alongside other practical tools, further compounding the issue (Siregar et al.
, 2.
Several other studies also highlight that laboratory facilities and infrastructure greatly support the quality of learning, both mobile non-mobile, objectives to be achieved in an orderly, effective, and efficient manner.
The availability of equipment and materials needs careful procurement, needs analysis, prioritization, accuracy, and budget alignment.
One problem identified is that the equipment is often incomplete and does not meet the standards for facilities and infrastructure management Based on the problems above, it is necessary to collect data from several schools regarding the implementation of chemistry practicums, focusing on the constraints, barriers, and alternative solutions to the challenges faced by SMAN in Banda Aceh and Aceh Besar.
The research aims to identify the factors hindering the implementation of practicum activities and propose solutions to address these issues.
Research Method The research methods used are the survey method and literature review.
The survey method was conducted to obtain and collect natural data from schools regarding the completeness of infrastructure, constraints, obstacles, and the implementation of chemistry laboratories (Sugiyono, 2.
The survey results on constraints and obstacles observations and responses from chemistry teachers, students, and principals.
The literature review was employed to identify alternative solutions and actions aimed at ensuring the survey results are accurate, reliable, and precise (Snyder, 2.
The research was conducted in state high schools in Banda Aceh and Aceh Besar with laboratory infrastructure, involving 45 schools and 981 survey participants from class XII The population comprised 17 state high schools in Banda Aceh and 28 schools in Aceh Besar.
The sampling method used was a probability sampling technique, specifically the cluster sampling type .
rea samplin.
, which is suitable for a very large population.
Jurnal Tadris Kimiya 9, 2 (December 2.
: 136-148 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Nabila.
Sulastri.
Winarni.
Zulfadli.
Khaldun and L.
Mohtar Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools Given the stratified nature of the population, proportionate stratified random sampling was applied to account for its heterogeneity (Sugiyono, 2.
The samples obtained consisted of six schools from Banda Aceh and seven schools from Aceh Besar, resulting in a total of 13 sample schools.
of laboratory facilities and their adherence to The student sample was selected using the same technique, resulting in six students per school, out of 80 surveyed participants.
This figure was derived from 30% of the sample schools with the same accreditation, ensuring (Arikunto, 2.
Principals and teachers were selected using non-probability sampling sampling method, to include key informants with relevant roles and expertise.
The selection of 13 principals was based on their responsibilities in managing school facilities, while 13 teachers were chosen for their knowledge and experience in conducting chemistry practicums, as guided by the In total, there were 106 survey participants: 13 principals, 13 teachers, and 80 students (Sugiyono, 2.
The instruments used included laboratory observation sheets, response questionnaires, interviews, and comprehensive insights into laboratory facilities and practices.
The observation sheets focused on furniture, equipment, educational media, other tools, and consumables, ensuring compliance with national education standards.
These standards serve as benchmarks to evaluate the adequacy and functionality of laboratory facilities in supporting learning.
Observations were conducted directly in school laboratories to gather accurate data on their condition.
Questionnaires were distributed to six Class XII students and one subject teacher per school, capturing perspectives on facilities, curriculum alignment, and practicum implementation (Masruri, 2020.
Rahman et al.
, 2.
Data from the questionnaires and observations were analyzed using inferential statistics to calculate the average percentage, providing a basis for general conclusions about the state Direct interviews were conducted to explore the issues in greater depth.
The interviewees included 13 principals and 13 subject teachers, and their responses were recorded and transcribed to strengthen the collected data.
Qualitative data analysis involved data reduction, data display, drawing conclusions, and validating them (Sugiyono, 2.
Finally, documentation supported the data collection process, utilizing tools such as cameras to produce photos and videos deemed relevant.
Results and Discussion Laboratory Observation Observations at several schools revealed that not all met the required laboratory building According to the High School Building and Furnishing Standards, a chemistry laboratory should have a total area of 15 x 8 mA, with a minimum space allocation 4 mA per student, and should include both a preparation room and a practicum activity room (Aswadi, 2.
The observation categories were based on standar nasional pendidikan (SNP) or national education standards, which set minimum criteria for IndonesiaAos education system, including facilities and infrastructure standards.
These standards cover furniture, educational equipment, educational media, other tools, and consumables.
While several schools provided preparation spaces for tools and materials, three schools used almost their entire laboratory space exclusively for practicum activities, and some lacked complete practical equipment (Rahman et al.
As shown in Table 1, many laboratories had movable worktables that were not equipped with sinks or water facilities, posing challenges for water-intensive activities.
According to discussions with a school principal, it was noted that not all facilities are adequate, with many requiring significant improvements.
While some schools are still striving to meet the minimum standards, others are making Jurnal Tadris Kimiya 9, 2 (December 2.
: 136-148 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Nabila.
Sulastri.
Winarni.
Zulfadli.
Khaldun and L.
Mohtar Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools efforts to fully comply with or even exceed these requirements.
This variability reflects the ongoing challenges and progress in achieving uniform laboratory standards across schools in Indonesia.
School
S-1
S-2
S-3
S-4
S-5
S-6
S-7
S-8
S-9
S-10
S-11
S-12
S-13
Table 1.
Condition of Laboratory Facilities Type Room Lab Laboratory Natural Science Natural Science Natural Science Chemistry Natural Science Chemistry Natural Science Chemistry Natural Science Natural Science Natural Science Natural Science Natural Science Natural Science Natural Science Natural Science Natural Science Chemistry Natural Science Chemistry Natural Science Natural Science Natural Science Chemistry The condition of equipment and materials from the chemical laboratory survey results includes furniture, educational equipment, educational media, other equipment, and consumables, then we obtained a school that meets the standards with a score of 100% from S-2 Banda Aceh.
The category meets the standards with a score of 83% obtained by S1 Banda Aceh.
There were five schools in the Information Meet the SNP Very Satisfying SNP Just Meet the SNP Just Meet the SNP Does Not Meet SNP Just Meet the SNP Just Meet the SNP Less than SNP Compliant Does Not Meet SNP Less than SNP Compliant Does Not Meet SNP Less than SNP Compliant Just Meet the SNP category that meet the standards, three schools in the category that did not meet the standards, and three schools that did not not meet the standards for implementing chemistry practicum.
The percentage of availability of tools and materials can be seen in Figure 1.
Laboratory Observation Results Percentage School Figure 1.
Percentage of Availability of Laboratory Equipment and Materials Based on the Figure 1, the ratio and description of the amount of furniture in the laboratory consisting of chairs, worktables, demonstration tables, preparation tables, work chairs, tool cupboards, materials cupboards, fume cupboards, sinks and other furniture is still below standard the ratio is determined based on SNP, for example in undergraduate schools S-1 there were one tool and materials cupboard with three doors made of iron and not sliding doors.
The materials were in cupboard 1 and the rest contain tools.
The cupboard for materials was also in the cupboard under the sink.
At the S10 school, there were two cupboards made of wood in which there were other chemical Jurnal Tadris Kimiya 9, 2 (December 2.
: 136-148 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Nabila.
Sulastri.
Winarni.
Zulfadli.
Khaldun and L.
Mohtar Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools materials and tools.
Spilled or leaked material has not been removed, so the solution was absorbed by the wood.
The calculation of the number of furniture ratios is carried out by comparing the number of ratios that should be with those available, to obtain percentage results of 83% and 58%.
It is necessary to detail the components contained in the laboratory, such as spatial layout, calibrated equipment, laboratory organization, funding, level of discipline, user skills, basic rules, and problem handling (Nisa et al.
, 2.
These components can run well if there is systematic laboratory laboratories due to the lack of land to build laboratory space.
The use of classrooms has become a target for creating chemistry laboratories due to lack of funds to facilitate Similarly, research by Taharu & Aba .
, shows that not all schools have chemistry laboratories, and that laboratory facilities especially buildings or laboratory space are the biggest obstacles to conducting From 13 schools, results were obtained which could be concluded to be a problem, specifically that laboratory conditions were not entirely adequate.
These findings have become the main problem in carrying out practicums at every school and are the main root of various obstacles that will arise, such as the condition of chemistry laboratories because not all schools have special chemistry TeachersAo Responses of Questionnaire Problems that often occur during the learning process become a reference for teachers in finding solutions to every problem.
The practicums aim to make it easier to obtain answers quickly.
The aspects reviewed from the response questionnaire are facilities, curriculum, and implementation.
The overall results of each question from the entire sample of 13 chemistry teachers who obtained answers to determine the effectiveness of implementing chemistry practicum, can be seen in Table 2.
Table 2.
Chemistry Teacher Responses Rated Aspect Criteria Chemical laboratory conditions Practical tools Practical chemicals Supporting facilities, such as water/gas/ventilation Time Allocation Practical role Availability of laboratory staff Prepare tools and materials by laboratory staff Create practical work instructions Difficulty when preparing for practicum Another alternative is implementing practical activities Practical worksheet Effective enough Ineffective Ineffective Effective enough Effective Less effective Ineffective Ineffective Very effective Ineffective Very effective Very effective Based on Table 2, various problems were found which became constrains, obstacles, implementation of chemistry practicum in all sample schools.
The results obtained were that tools and chemicals were not available in their entirety, laboratory staff were not available, facilities were not functioning properly, and difficulties in preparing the practicum obtained the criteria for not being effective in carrying out the practicum, because there were several requirements for the practicum that were not available and possible to carry out, make it becomes an obstacle during Jurnal Tadris Kimiya 9, 2 (December 2.
: 136-148 The problem of unavailable tools and materials is an obstacle that serves as a benchmark for teachers in deciding whether to continue the practicum.
On average, the This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Nabila.
Sulastri.
Winarni.
Zulfadli.
Khaldun and L.
Mohtar Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools equipment available is a grant from the Department of Education, but the ratio and volume provided are not suitable for chemistry practicum purposes in schools.
However, the impact on student learning outcomes shows that high or low utilization of laboratory equipment does not affect student achievement (Van Harling & Tobi, 2.
For example, a measuring cup has a volume of 1000 mL with a ratio of 10-15 pieces.
According to SNP, the ratio of measuring cups is 3 for a volume of 1000 mL.
Tools available in large sizes are usually not used for practicums and do not use large amounts of materials, so it is a waste of the tools that have been given.
Several practical tools that are not yet available by SNP, include beakers, volumetric flasks, test tubes, thermometers, and barometers (Rahman et al.
, 2.
maintaining cleanliness, but not all schools have adequate water availability.
This lack of clean water significantly hampers the efficiency and safety of chemistry practicals.
Additionally, the air ventilation in the chemistry laboratory must be sufficient, as the laboratory frequently uses volatile and potentially hazardous chemicals.
Poor ventilation could pose health risks to students and teachers, emphasizing the need for compliance with safety standards.
Other research also discusses laboratory facilities, stating that chemical laboratory facilities are divided into two categories: general and General facilities are shared by all laboratory users and include water, sinks, electricity, and gas, which are crucial for basic On the other hand, special facilities refer to resources specifically allocated for tools, materials, and equipment unique to chemistry experiments, highlighting the need for tailored infrastructure to support specialized activities (Van Harling & Tobi.
The next obstacle was that there are no laboratories and other laboratories.
The management to the laboratory head and subject teachers.
Teachers provide all the practicum needs before and after the practicum, so that some teachers prefer to carry out simple practicums with materials that are easily found in the natural surroundings.
School laboratory personnel standards have been regulated in SNP, including laboratory heads, laboratory technicians, and laboratory The availability of laboratory assistant vacancies has also not received further information from the Department regarding the procurement of laboratory assistants, the school is also not recruiting laboratory assistants due to lack of funds to pay for laboratory assistants.
Schools only have laboratory heads who serve as laboratory personnel and of course this does not meet laboratory personnel standards, so that laboratory managers become less effective if teachers and laboratory managers must perform some of the laboratory assistantAos tasks (Kurniawan, 2.
The results obtained showed that high or low utilization of laboratory facilities does not Furthermore, the difficulty in preparing practicums is an obstacle for teachers who not only teach but are also involved in providing equipment and materials before and after carrying out practicums.
It does not rule out the possibility of teachers who hold concurrent positions as laboratory assistants carrying out practicum activities, ensuring that the practicum continues as original planned in the learning implementation plan.
That the management of laboratory tasks is the responsibility of a teacher who has concurrent duties other than teaching.
Chemistry teachers assigned the task of managing laboratories need to be trained in laboratory management and administration by attending workshops organizations (Burhanuddin et al.
, 2.
Other facilities were also inadequate, such as the clean water supply in the laboratory room.
Water is essential during practical activities for washing tools, preparing solutions, and StudentsAo Responses of Questionnaire Problem collection was continued by providing response questionnaire sheets to 39 class XII students from the entire research The aspects reviewed are the same as Jurnal Tadris Kimiya 9, 2 (December 2.
: 136-148 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Nabila.
Sulastri.
Winarni.
Zulfadli.
Khaldun and L.
Mohtar Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools the chemistry teacher response questionnaire, but the number of questions is different.
There are 13 questions that will be given with the aim of seeing students' responses to the implementation of chemistry practicum while at school.
The results of all questions can be seen in Table 3.
Table 3.
Student Responses Inquiries Chemical laboratory conditions Practical chemicals Availability of practical tools and materials Use of tools and other practical material Supporting facilities .
ater/gas/ventilatio.
Time allocation Difficulty participating in practical activities Difficulties during practicum Laboratory readiness Teacher rediness Often uses practical methods Alternative practical implementation Practical worksheet Based on Table 3, similar to the responses from chemistry teachers, students identified several issues in implementing chemistry practicums, including the lack of necessary chemicals .
% answered "Yes"), incomplete availability of tools and materials .
%), difficulties in conducting practicums .
%), and laboratory staff preparing materials before practicums .
%).
Teachers with dual roles, including teaching and laboratory management, require training in laboratory management and administration, which can be obtained through workshops organized by MGMP (Burhanuddin et al.
, 2.
The role of laboratory staff is thus critical to the success of laboratory activities, as teachers face challenges not only in infrastructure but also in conducting practicums effectively.
In some schools, there are no laboratory assistants available, and everything must be prepared solely by the teacher, who consequently assumes the dual role of both teacher and laboratory assistant.
In schools where only a laboratory head serves as laboratory personnel, this limited staffing arrangement significantly fails to meet the essential standards required for laboratory Consequently, management becomes increasingly less Criteria Effective Less effective Effective enough Very effective Very effective Effective Ineffective Very effective Effective Very effective Effective Very effective Ineffective effective and inefficient when teachers and laboratory heads are burdened with performing multiple overlapping roles, leading to decreased productivity and potential compromises in the quality of laboratory work.
(Kurniawan, 2.
PrincipalAos Responses Various observational evidence and findings regarding the implementation of chemistry practicum from teacher and student response, questionnaires were further strengthened by interviews with school principals from 13 The overall results of an interview of 13 school principals, can be seen Tabel 4.
According to several school principals, not all schools have chemistry laboratories with standard tools and materials, because they do not have the funds and land to build a Supporting facilities are also inadequate, because there are areas where clean water is difficult to obtain.
Additionally, the budget for laboratories comes from bantuan operasional sekolah (BOS) or school operational assistance contributions, which are used for all school needs, not just laboratories, so BOS funds are allocated differently to each school.
Jurnal Tadris Kimiya 9, 2 (December 2.
: 136-148 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Nabila.
Sulastri.
Winarni.
Zulfadli and I.
Khaldun Constraints.
Obstacles, and Alternative Solutions for the Implementation of Chemistry Practicum at Public High School in Aceh Table 4.
PrincipalAos Interview Quentioner (Questio.
PrincipalAos (Answe.
Some schools have chemistry laboratories, but they are Does your school have a chemistry combined with physics and biology laboratories.
There are no dedicated chemistry laboratories due to the limitations in laboratory facilities, which are not yet up to standard.
If the high school level has met the standards, the tools are not the latest, only the materials are still lacking.
In fact.
How is the chemistry laboratory at the combined laboratory actually does not meet the your school? requirements, but in terms of practice, there are no We set put the tools separately.
For the minimum standard, although not 100% sufficient.
In your opinion, are the chemistry Actually the tools are available but we are limited by laboratory facilities adequate for human resources.
It is not impossible, maybe not so carrying out practical work? Extraction and distillation media may not be frequent, even if the tools are not used.
If there is no special fund for maintenance, it is included in Does your school have special the BOS fund.
In fact, it is indeed budgeted every year from funds/budget for laboratory the BOS fund, although it is insufficient, but it exists.
The BOS fund is also limited to its allocation according to the report on the quality of school education.
Yes, we can budget based on the percentage distribution.
Are there special funds/budgets for so it can't be perfect, it can be gradual.
So, include in BOS providing laboratory facilities? BOS is for school operations.
Nothing, we just have to keep going as best we can.
There Has the laboratory ever been stopped is still a shortage of materials, we just put in the archive due to problems with providing budget or work around it if it is small things like using practical materials? natural materials.
The government has never opened a position for Does your school provide laboratory laboratory assistants.
The school needs to have laboratory assistants to take care of the staff, but it has never been opened.
That is the obstacle in terms of getting laboratory staff.
According to the schedule, there are representatives who best understand what we are sending out, we also monitor Do you often monitor the the implementation, availability, room conditions and implementation of practical work in But in order to monitor the process of the the laboratory? intership in the classroom, there are senior teachers in certain areas who are directed there, including the school According to your observations, do teachers often do practical work in the In accordance with the material and teaching module.
Yes, there are activities that we send to different areas of Have you ever been assigned a We are invited, there are teachers who are looking teacher/laboratory manager to take for us to let them in.
But all the time, the education laboratory management training department has created our foundations where we have sent them.
Alternative Solutions to Practicum Implementation Alternative solutions were obtained to find other ways and techniques for carrying out practicums which could not only be carried out in the laboratory but also in school, classroom and field settings which made it possible to provide education regarding a practical activity.
The solution offered by the teacher for chemistry practicum if the availability of materials is insufficient or not available is that the teacher uses natural materials from the environment around the school or can be brought from their respective Not only that, when practicum cannot be done in the laboratory, the teacher directs Jurnal Tadris Kimiya 9, 2 (December 2.
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ttps://creativecommons.
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Nabila.
Sulastri.
Winarni.
Zulfadli.
Khaldun and L.
Mohtar Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools students to do it in class by demonstrating and showing practicum-based learning videos.
The solution offered is that the lack of tools and materials can be replaced by holding demonstrations in class (Nuswowati et al.
out easily (Yusmarina et al.
, 2.
Another solution, if the practicum cannot be carried out due to certain obstacles, it can be replaced by using virtual laboratory media (Masruri.
The problem of laboratory conditions in schools is that not all have special chemistry laboratories and there is not even room for a The laboratory is also used as a seminar room for scientific papers, meetings, and a place for students to worship because the prayer room is currently under renovation.
The solution offered is that the laboratory functions as a classroom, storage place for all school facilities, meeting rooms, and national assessment exam rooms with very limited quantities and types of chemicals, so that practical implementation is carried out inside.
class by bringing all the necessary materials and equipment under the supervision of the subject teacher (Ardiansyah et al.
, 2.
Teachers facing significant challenges in preparing practicums can address this issue by focusing on their crucial role as designers and facilitators of effective and efficient practicum They must ensure that these activities provide meaningful, engaging experiences while aligning with established learning standards and catering to diverse student needs (Keliata & Choirunnisa, 2.
The blended learning model offers an innovative solution, enabling students to independently explore and understand practicum materials through teacher-prepared videos, images, and other digital resources outside of school hours, which significantly helps boost learning motivation and enhances overall student engagement (Arifin & Abduh.
The lack of chemical supplies in schools is an obstacle for teachers in carrying out It often happens that practical work is not carried out because the required materials are not available or have expired.
The solution offered is that apart from the materials available in the laboratory, teachers can use materials found in the surrounding environment so that practicums can be carried The problems regarding laboratory personnel must be in accordance with the laboratory personnel qualification standards that have been set.
The solution offered is by communicating between the school principal and the committee for planning the procurement of laboratory staff and if the school has financial constraints, it can provide facilities for teachers to take part in laboratory management training in the form of seminars or special training, thereby improving insight for teachers (Kurniawan, 2.
Conclusion The result obtained from several schools regarding obstacles, barriers, and solutions to problems in the implementation of chemistry practicums, conclude that several schools do not yet have a dedicated chemistry laboratory with a score of 62% and 82% due to a lack of land and funds.
Another obstacle is the willingness of teachers to prepare practicum tools and materials with a score of 31% and Teachers are not only tasked with teaching but are also responsible for preparing tools and materials before and after the implementation of practicums.
Further challenges include the availability of tools and materials a score of 61% with ratios and volumes that are not yet suitable for the needs of chemistry practicums in schools.
Additional obstacles involve inadequate facilities with a score of 69% and 92%, such as the lack of clean water in the laboratory rooms, and the absence of laboratory assistants, which place the burden of laboratory tasks on laboratory supervisors and subject teachers.
To address these problems, an alternative solution is to conduct practicums in classrooms through demonstrations, utilizing natural material and virtual media, preparing practicum aligned with learning standards, implementing blended learning models, and planning for recruitment of laboratory staff.
Jurnal Tadris Kimiya 9, 2 (December 2.
: 136-148 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Nabila.
Sulastri.
Winarni.
Zulfadli and I.
Khaldun Constraints.
Obstacles, and Alternative Solutions for the Implementation of Chemistry Practicum at Public High School in Aceh
References