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Journal JTK (Jurnal Tadris Kimiya)JTK (Jurnal Tadris Kimiya) Abstract

The integration of digital technology in chemistry education necessitates the development of innovative learning media to facilitate students comprehension of abstract and complex concepts, such as atomic structure. This study aimed to develop and validate an Android-based interactive learning medium and to examine its practicality for chemistry learning. A research and development (R&D) methodology was employed, utilizing the 4-D model comprising define, design, develop, and disseminate stages. During the define stage, students learning needs and difficulties were identified through classroom observations, interviews, and needs analysis questionnaires. The design stage involved the formulation of learning objectives, content organization, and the development of a media prototype. In the develop stage, the learning media was evaluated using validation instruments completed by experts in chemistry content, instructional media, and learning design. The disseminate stage focused on assessing practicality through student response questionnaires. The results revealed that the developed learning media achieved high validity, with mean expert validation scores of 3.86 for content, 3.80 for media, and 3.85 for design, resulting in an overall mean score of 3.83, categorized as very valid. Furthermore, student responses indicated a high level of practicality, with an average score of 3.55, classified as very positive. These findings suggest that the Android-based interactive learning media is feasible and practical for supporting students understanding of atomic structure and has strong potential for implementation in chemistry learning contexts.

Conclusion

The developed Android-based interactive learning media on the topic of atomic structure has been proven to be valid and practical.55, categorized as very positive, indicating the medias practicality.This research demonstrates the potential of interactive media to enhance students conceptual understanding of atomic structure and promote active learning in chemistry.

Future Research

Based on the findings of this study, future research could explore the long-term impact of using this Android-based learning media on students retention of atomic structure concepts and their performance in more advanced chemistry courses. Furthermore, investigations could be conducted to compare the effectiveness of this media with traditional teaching methods, considering factors such as learning styles and student demographics. Finally, research could focus on expanding the scope of the learning media to cover other complex chemistry topics, incorporating features like augmented reality or virtual reality to further enhance student engagement and understanding, and adapting the media for use in different educational settings, such as remote learning environments or informal science education programs. These explorations will contribute to a more comprehensive understanding of how digital tools can be effectively integrated into chemistry education to improve student learning outcomes and foster a deeper appreciation for the subject.

References

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