T. Idris, A. Rahmat, T. Hidayat, Riandi, M. Çakir
Limitations in laboratory facilities and the demands of 21st-century learning require technology-based instructional innovations in molecular biotechnology courses. Therefore, the use of virtual laboratories has become a relevant solution for improving students’ procedural skills and fostering the development of their self-system in a sustainable manner. The objective of this study is to observe the influence of and improvements in students’ self-system and mental procedures during molecular biotechnology lectures using a virtual lab, as well as the relationship between these two variables. This study used two methods: an experimental single-group pretest-posttest design and a diary study. The research sample was selected purposively from two universities. The instruments used in this study were questionnaires, questions, and observation sheets. The research data were analyzed de-scriptively, using the Wilcoxon Signed-Rank test to test for differences in means, the Spearman’s rho correlation test, and linear regression testing. The results showed a moderate increase in the self-system category (N-gain = 0.59) from 67.60 to 87.58 and in the mental procedural category (N-gain = 0.69) from 15.42 to 68.94. Both increases were significant, with p-values (0.000) > α (0.05) and an effect size of 0.87 in the large category. Both variables showed a significant relationship (ρ = 0.40) and a self-system contribution to 11.5% increase in mental procedures. The findings of this study indicate that the use of virtual labs in biotechnology lectures can significantly improve students’ self-system and mental procedural abilities. © 2026 Science Education Study Program FMIPA UNNES Semarang.
Science Education, Biology Education, Biology, Universitas Pendidikan Indonesia, Indonesia; Biology Education, Marmara Unversity, Turkey
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