FROM LABORATORY ANALYSIS TO DIGITAL TEACHING MATERIALS: A SYSTEMATIC REVIEW

This study presents a systematic literature review (SLR) examining the transformation of laboratory analysis into digital teaching materials within science education. Following the PRISMA framework, 15 articles published between 2015 and 2025 were selected from Google Scholar and analyzed using bibliometric and thematic approaches supported by Publish or Perish and VOS viewer. The review identifies two dominant instructional models ADDIE and 4Dcommonly applied in developing e-modules and virtual laboratories. Results indicate that digital materials derived from laboratory analyses effectively enhance students conceptual understanding, retention, and independent learning. Furthermore, the integration of virtual and augmented reality technologies expands accessibility and engagement in laboratory-based learning. However, challenges remain concerning teacher digital competence, infrastructure readiness, and the replication of procedural laboratory skills. The findings emphasize the pedagogical shift toward technology-enhanced, data-driven, and student-centered approaches in STEM education. Overall, integrating laboratory analysis into digital formats contributes to more inclusive, flexible, and interactive learning environments aligned with Education 5.0 goals.