Evaluating the Effectiveness of Laboratory Supervision for Improving Learning Quality in Higher Education Chemistry Practicums
DOI:
10.29303/jppipa.v12i5.12895Published:
2026-05-25Downloads
Abstract
This study examines the effectiveness of laboratory supervision in chemistry practicum activities in higher education. Effective supervision is essential to ensure student safety, structured learning processes, and optimal achievement of learning outcomes. A quantitative survey method was employed involving 88 undergraduate students from a Chemistry Education program who actively participated in chemistry laboratory practicums. Data were collected through structured online questionnaires using a dichotomous (Guttman) scale to capture the implementation of supervision practices. The questionnaire was validated through expert judgment and demonstrated acceptable reliability (Cronbach’s Alpha = 0.705). The data were analyzed using descriptive quantitative techniques to determine supervision effectiveness across five aspects based on predetermined effectiveness criteria. The results indicate that overall supervision effectiveness reached 81.69% (Good category). High effectiveness was found in practicum implementation (90.23%), laboratory assistant guidance (94.91%), equipment and materials (87.40%), and practicum guidelines (93.43%). However, lecturer guidance showed significantly lower effectiveness (42.50%, Poor category), indicating a critical gap in direct academic supervision. In conclusion, laboratory supervision has been effectively implemented in most aspects; however, strengthening lecturer involvement remains essential to improve learning quality and support instructional objectives in chemistry practicum activities.
Keywords:
Chemistry laboratory Laboratory supervision Learning quality PracticumReferences
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