43 ___________________________________________________ International Journal of Educational Best Practices (IJEBP) Vol. 3 No. 1 April 2019 ISSN: 2581-0847 DOI: 10.31258/ijebp.v3n1.p43-49 THE USE OF VIRTUAL LABORATORY TO IMPROVE STUDENTS' CONCEPTUAL UNDERSTANDING IN ACID BASE TITRATION SUBJECT Erni 1 , Jimmi Copriady 2 , Roza Linda 4 (ernitambusai@gmail.com) Postgraduate Department of Chemical Education, Faculty of Teachers Training and Education, Universitas Riau, Pekanbaru, Indonesia Abstract: The research has been conducted to figure out the use of virtual laboratories on students' conceptual understanding of acid-base titration subject at SMAN 1 Tambusai. The study was an experimental research with one group pretest-posttest design. The sample consisted of one class, XI IPA 2 , a class that was treated with a virtual laboratory. The data analysis technique used was the t-test. Based on the results of the final data processing using the t-test, it was obtained that sig 5 ≤ 0.05; where 0,000 ≤ 0.05; so it was concluded that there were significant differences between the mean scores of the pretest and posttest. This shows that there is an increase by the use of virtual laboratories towards the students' conceptual understanding. Keywords: Virtual Laboratory, Conceptual Understanding, Acid and Base Titration INTRODUCTION The development of science and technology can create new innovations. The goal of national education can be achieved with the development and the progress of science and technology today (Hikmah Nur, 2017). The learning process must really pay attention to the involvement of students so that no more students are passive in participating in the class. The higher the active involvement of students, the more the student's learning experience is meaningful (Rahayu, 2013). The same goes to chemistry learning; chemistry is knowledge based on experiments where development and its application become the standard work of experimentations. Chemistry learning in schools ideally teaches theories and laboratory practices that can be used to underlie the investigation of further experiments (Pujiati, 2013). In reality, the teaching and learning activities in schools still apply a lot of teacher- centered learning. Teacher-centered learning is still the main feature of learning in schools and rarely develops process skills in concept formation. As a result of this habit, students become less creative in solving problems, perform low participation and not optimal cooperation in groups. In addition, it can result in inefficient teaching and learning