<p><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Keterbatasan sarana dalam pembelajaran kimia dapat mempengaruhi proses pembelajaran yang dilakukan kurang maksimal, sehingga penting untuk melakukan inovasi untuk keterbatasan laboratorium tersebut. </span></span></span><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Penelitian ini bertujuan untuk menghasilkan media pembelajaran berupa laboratorium virtual untuk kegiatan pembelajaran praktikum kimia. </span></span></span><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Responden yang dilibatkan dalam penelitian ini adalah mahasiswa jurusan teknik mesin, program studi teknik pendingin dan tata udara serta program studi teknologi rekayasa utilitas. </span></span></span><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Metode penelitian yang digunakan adalah metode penelitian dan pengembangan dengan model Lee &amp; Owens, yang terdiri dari 4 tahap, yaitu: (1) </span></span></span></span><em><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Need Assessment/Analysis</span></span></span></span></em><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> , (2) </span></span></span></span><em><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Instructional Design</span></span></span></span></em><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> , (3)</span></span></span></span><em><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Pengembangan dan Implementasi</span></span></span></span></em><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> , dan (4) </span></span></span></span><em><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Evaluasi</span></span></span></span></em><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> . </span></span></span><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Analisis data menggunakan teknik analisis deskriptif kualitatif dan analisis statistik deskriptif. </span></span></span><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Berdasarkan analisis data terhadap hasil validasi isi dan media diperoleh nilai 89,13% dan 87,50%, yang dapat diinterpretasikan sangat valid atau tidak perlu dilakukan revisi terhadap produk yang dikembangkan. </span></span></span><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">mahasiswa memberikan respon positif yakni 76,28%, terhadap implementasi laboratorium virtual sebagai media pembelajaran kimia.</span></span></span></span></p>

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The commonly known natural dye substance processing for traditional clothes, such as batik and tenun (woven cloth) is fermentation. The fermentation process can specifically be continued with extraction to produce indigo paste. The process can be done mechanically, i.e. by stirring process, and chemically. In order to accelerate the production, manual process of aeration can be substituted with jet-spray aerator. The aerator prototype which has been developed is acrylic aerator tube with diameter of 240 mm and thickness of 5 mm. The tube was made 1 m long to provide with a sufficient space for indigo foam. Its bottom part is completed with spiral air hose having five small holes of 0.2, 0.4, and 0.6 mm diameter uniformly located along the height of solution in the tube. The aerator was designed for the 10 litters of fermentation solution of 1 kilogram indigofera leaves. Based on the mass of indigo paste produced, the optimum working condition of the aerator is achieved on 3.8 m/sec air velocity and supply pressure of 2 bar with duration of 60 minutes. The aeration test indicated operational characteristic was quite good, i.e. Oxygen Transfer Rate (OTR) of 3.6 kg/hour, Aeration Efficiency (AE) of 4.8 kg/kWh and factual Oxygen Transfer Efficiency (OTE) of 44%.

Pemanfaatan teknologi multimedia dalam bidang pendidikan sangat menunjang efesiensi dan efektivitas proses belajar mengajar. Penggunaan multimedia dalam pendidikan dapat menggiring pebelajar ke dalam pengalaman multisensori untuk promosi belajar. Dalam bidang kimia, multimedia dimanfaatkan untuk menyajikan konsep-konsep kimia pada tingkat makroskopis, mikroskopis, dan simbolis. Multimedia dapat menjelaskan konsep-konsep abstrak melalui animasianimasi , sehingga, kimia yang dipandang oleh sebagian orang sebagai ilmu yang sulit dipahami, akan menjadi lebih mudah dipahami. Multimedia dapat mengkombinasikan suara, animasi, gambar, dan video secara bersamaan serta melibatkan semua panca inderanya dan mengembangkan gaya belajar yang disukainya. Salah satu hasil penelitian menemukan implikasi dari penggunaan multimedia dalam pembelajaran kimia yaitu mendorong pebelajar aktif, terorganisaasi, dan dapat mengintegrasikan informasi yang diperoleh untuk memahami konsepkonsep dan prinsip yang sulit serta dapat digunakan untuk memecahkan masalah.

Studies in the area of chemistry teaching discovered that problem-based learning strategies (PBL) effectively improve students’ conceptual understanding. However, there is minimal information about the effectiveness of PBL if it is applied with multiple representations (MR) for the students with different learning preferences. This study aimed to prove the effects of problem-based learning strategies (PBL) using multiple representations (MR) and students’ learning styles on the conceptual understanding in chemistry. There were two whole classes in the Mechanical Engineering Department of Bali State Polytechnic that were assigned to be the experimental group (n =59) and control group (n = 58). Felder-Soloman's Index of Learning Style (ILS) was applied to differentiate the students’ learning preferences, while their conceptual understanding in chemistry was assessed using a test after 6 weeks of treatment. The analysis of covariance (ANCOVA) shows that the conceptual understanding of students taught using PBL strategies with MR was significantly better than those taught using PBL strategies only. Besides, based on the variation of learning styles, students with a visual style had a better conceptual understanding than those with verbal style, but the difference was not statistically significant. The absence of interaction effect between PBL strategies with MR and learning style on students’ conceptual understanding suggests that the support of multiple representations in PBL strategies can effectively enhance students' understanding of concepts in chemistry regardless of their learning style.