Practicality of the 5C Learning Model (Connecting, Confrontation, Collaboration, Clarification, Confirmation) Based on Virtual Laboratory in the Implementation of Physical Chemistry Lectures

This study aims to assess the practicality of the 5C learning model based on virtual laboratories in the context of real classroom implementation. The assessment was conducted through limited and extensive trials involving students of the Chemistry Study Program at Gorontalo State University who were enrolled in the Physical Chemistry II course. The research employed a research and development approach using the ADDIE development model, focusing on the implementation and evaluation stages. Instruments included observation sheets for learning syntax implementation, student response questionnaires, and a reflective interview with lecturers. The results showed that the 5C learning model was considered highly practical by lecturers and students. The five analyzed aspects of practicality, namely ease of syntax, material suitability, virtual interaction, student comfort, and lecturer readiness, all scored above 80%, with the highest score of 90% in the virtual interaction aspect. The practicality of the 5C model was reflected in its consistently and efficiently implemented syntax, complemented by a virtual laboratory that operated effectively and supported active student engagement. These findings suggest that the 5C learning model based on virtual laboratories demonstrates high practicality and is suitable for broad implementation as an alternative to a modern, efficient, and technology-based approach to chemistry learning. Keywords: practicality, 5C learning, virtual laboratory, learning syntax