JKPK (JURNAL KIMIA DAN PENDIDIKAN KIMIA), Vol. 6, No. 2, 2021 Chemistry Education Study Program, Universitas Sebelas Maret https://jurnal.uns.ac.id/jkpk pp. 153-162 ISSN 2503-4146 ISSN 2503-4154 (online) 153 IMPLEMENTATION OF THE VIDEO PROJECT WITH DISTANCE LEARNING ON THE BASIC CHEMISTRY COURSE Hanifah Setiowati*, Lenni Khotimah Harahap, and Julia Mardhiya Departement of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Jl. Prof. Dr. Hamka, Ngaliyan, Semarang, Central Java, 50185, Indonesia * correspondence, email: hanifahsetiowati@walisongo.ac.id Received: June 15, 2021 Accepted: August 8, 2021 Online Published: August 21, 2021 DOI : 10.20961/jkpk.v6i2.52000 ABSTRACT Education in the 4.0 era encourages the use of digital technology in a sustainable learning process. This article tries to analyze student responses to implementing a video project in a basic chemistry course. This research is qualitative research with a survey method. The participants were 74 students of the Chemistry Education Study Program and Mathematics Study Program consisting of 8 male students and 66 female students. Data collection techniques using online questionnaires by google form application. The steps in this study are Search for instrument literature to be compiled on the google form, compile a google form student response to the implementation of the video project, distribute the google form questionnaire link to students, and analyze the data obtained. The results showed that students positively responded to the implementation of the video project in terms of autonomy, teamwork, and technology used. The implementation of video projects improves learning skills, collaboration, and digital literacy independently, although students experience problems in video editing because they are not used to using these. Keywords: BasicChemistry, distance learning, video project INTRODUCTION Era 4.0 encourages everything to think progressively, innovatively, and creatively if you don't want to be left behind. This era made many changes in various lines of life. The industrial era 4.0, known as the disruptive innovation phenomenon, emphasises digitalization patterns, artificial intelligence, big data, robotics [1]. Facing these many changes, educational institutions face serious challenges to carry out quality education and produce professional graduates who are reliable and able to compete in the future [2]. Education in the 4.0 era emphasizes the use of digital technology in a sustainable learning process. Therefore, Digital technology has a big impact on educational practice [3]. Education must be able to adapt digital technology; increasingly sophisticated techno- logy can facilitate the learning process. The educational paradigm has changed the conventional model that requires teachers face to face with students to become more flexible learning. One way to take advantage of technological sophistication in the