Abstract
Learning chemistry is a learning process that simultaneously develops the cognitive, affective, and psychomotor aspects. Developing affective and psychomotor aspects, however, need learning support conducted in the laboratory in terms of practice and or practical work. Learning pattern in the laboratory requires good equipment selection. This study aims to set the determinant factors in laboratory equipment selection in chemistry education. The analysis method used in this study is Analytic Hierarchy Process, in which setting modeling decisions are made by developing the logical relationship between criteria in the form of decision hierarchy, and then calculating the interest value between these factors based on respondent/ expert preferences. The result of this research showed the value of key factors relating to laboratory equipment selection in chemistry education. Here are the importance sequences of these factors in chemistry laboratory equipment selection, namely: safety, improvement of practitioner’s understanding, ease of use, the accuracy level of equipment, and cost. This study provides a contribution in setting determination of the criteria/ factors which can be used as the analysis unit in selecting chemistry laboratory equipment. The characteristic of these criteria is more permanent, while the interest factor of each criterion is dynamic in accordance with education level, student’s skills, experimental need, and the others.
