ABSTRACT
The Covid-19 pandemic has led all learning in Indonesia to be carried out online. This research aims to explore the students' experience in five-component blended learning strategy and to determine students' learning achievement in chemistry laboratory management. The blended learning approach consists of five stages, namely Discover, Learn, Practice, Collaborate, and Assess (DLPCA). The asynchronous session of teaching is done with video recordings provided in the learning management system (SIPEJAR) to allow students to learn at their own rate. The synchronous part is done using the Google Meet video conferencing platform. The course participants consisted of 41 6th semester students who took the School Chemistry Laboratory Management course at the Department of Chemistry of a public university in East Java. The participants come from seven provinces in Indonesia, spread from the western part of Indonesia to the central part of Indonesia. The data were obtained through questionnaires, observations, and portfolios. Two indicators applied for the analysis of teaching and learning experience were the students’ learning achievement, as well as experience. There were two challenges faced by the students, namely the internet connection and hands-on learning experience in understanding laboratory equipment. Therefore, lecturers should find ways to increase student interaction and sustain students’ interest and participation during online classes. The questionnaire also showed that most of the students were satisfied with the DLCPA strategy. Therefore, this strategy is a practicable and effective alternative adapted to complete online instruction for other undergraduate chemistry programs.
