Active learning oriented to green chemistry with virtual laboratories to promote higher order thinking skills to achieve quantitative analytical chemistry competency

Abstract Objectives Achievement of analytical chemistry competency needs to be optimized through the application of active learning models. This research aims to design an active learning model oriented towards green chemistry with virtual laboratories to promote higher order thinking skills (HOTS) as a strategy for achieving quantitative analytical chemistry competence. Methods The research stages include designing a project-based learning model oriented towards green analytical chemistry with virtual laboratories (PjBL-GACVL), standardizing and implementing it in teaching analytical chemistry to undergraduate students. Results The standard PjBL-GACVL model is equipped with innovative learning resources, mini projects, virtual laboratories, and titration project assignments, then implemented in experimental classes for teaching titrimetry, and compared to direct learning (DI) in control classes. The PjBL-GACVL model is effective in guiding students to study titrimetry, namely planning and carrying out titration projects for quantitative determination of target analytes in real samples. Students have used HOTS as scientific steps in working on their chosen contextual project. Laboratory skills have been mastered, including assembling titration equipment and analytical procedures, handling chemicals and work safety, and quantitative calculations. HOTS achievement is high and has a positive correlation with chemistry learning outcomes. The analytical chemistry learning outcomes in the experimental group were higher than those in the control group, and the two were significantly different. Gain normalization confirms the effectiveness of the PjBL-GACVL model in improving chemistry learning outcomes. Conclusions This learning model is accepted by students, is relevant to daily digital life, and is effective for achieving quantitative analytical chemistry competencies. This new model is appropriate for science teaching which requires thinking skills to increase knowledge and skills simultaneously.