Manuscript received August 16, 2022; revised September 15, 2022; accepted December 12, 2022.
Abstract—A lack of energy-conscious behavior causes
wasteful energy use in everyday life. Unfortunately, in
Indonesia, energy-conscious behavior is not yet a requirement
that must be included in the school curriculum. As a result, not
many schools open energy-related classes and teach about
energy in Indonesia, even though the Ministry of Education
facilitated the establishment of Vocational High Schools (VHS)
for energy and mining fields. The slow development of VHS in
energy and mining is due to the high cost of procuring
laboratory facilities and infrastructure for student practicums.
In addition, the lack of supporting equipment in the laboratory
causes the learning process in VHS to be theoretical, and the
essential competency skills are not optimally fulfilled. This
research developed practical energy tools to overcome these
problems, especially renewable energy competencies from
biomass to energy through gasification. The practicum aid
developed is in the form of a Gasification Virtual Laboratory
(GVL). This study uses a qualitative method with a case study
approach. The case study was selected to develop GVL, which
follows the phenomenon of VHS students’ learning abilities,
especially for students in grade X. GVL development uses a 4-D
model (Define, Design, Develop, and Disseminate). The study
results show that GVL is feasible and effective in supporting
renewable energy learning at VHS. The GVL development
results will be discussed in depth in this paper.
Index Terms—Energy education, gasification virtual
laboratory (GVL), vocational high school (VHS)
The authors are with Universitas Sebelas Maret, Faculty of Teacher
Training and Education, Jl Ir Sutami 36A Surakarta, Jawa Tengah,
Indonesia.
*Correspondence: hermansaputro@staff.uns.ac.id (H.S.)
Cite: Gesti Khoirunnisa, Herman Saputro*, and A. G. Tamrin, "Optimization of Gasification Learning in Vocational High Schools using Virtual Laboratories," International Journal of Information and Education Technology vol. 13, no. 3, pp. 456-467, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).