Implementation of Molecular Visualization Program for Chemistry Learning
DOI:
https://doi.org/10.33394/j-ps.v9i1.3941Keywords:
molecular visualization program, chemistry learning, chemical bondingAbstract
This study aims to investigate the implementation of molecular visualization programs for improving students’ understanding of concepts in chemical bonding. Chemistry learning in chemical bonding was conducted using molecular visualization program ACD/ChemSketch and Avogadro program. Several topics in chemical bonding include molecular geometry, polarity, bond angle, bond length, intermolecular forces and predicting boiling points. This study employs quasi-experimental research One Group Pretest – Posttest design. The subjects of this study were 46 students of undergraduate program in chemistry education department at Universitas Sanata Dharma. This study use test (pretest and pretest) and questionnaire to assess students’ perception of implementation of ACD/ChemSketch and Avogadro in chemistry learning. Implementation of ACD/ChemSketch and Avogadro in chemistry learning of chemical bonding gave an effect on students’ understanding based on paired t-test (sig < 0.05) and Kruskal-Wallis (sig < 0.05) test. The percentage of students is 45% with the medium N-gain category and 65% with the high N-gain category for ACD/ChemSketch program. It is 38.46% with the medium N-gain category and 61.54% with the high N-gain category for Avogadro program. Students show positive response to the implementation of ACD/ChemSketch and Avogadro program regarding their understanding, motivation and prospective skill for becoming teachers. Molecular visualization program helps the students to understand the chemical bonding topic.References
ACD/ChemSketch. Retrieved from https://www.acdlabs.com/resources/freeware/chemsketch/
Avogadro. (2016). Retrieved from https://avogadro.cc/
Barak M., & Hussein-Farraj, R. (2012). Integrating model-based learning and animations for enhancing students' understanding of proteins structure and function. Research in Science Education, 43(2), 619-636.
Bolte, C., Streller, S., & Hofstein, A. (2013). How to Motivate Students and Raise Their Interest in Chemistry Eduaction. In I. E. a. A. Hofstein (Ed.), Teaching Chemistry – A Studybook (pp. 67-95): Sense Publisher.
Chandrasegaran, A. L., Treagust D.F., & Mocerino, M. (2008). An evaluation of a teacher intervention to promote students’ ability to use multiple levels of representation when describing and explaining chemical reactions. Research in Science Education, 38(2), 237-248.
Dicksona, H., Thompsona, C., & O’Toole, P. (2017). Developing a Common Visual Literacy Amongst First Year Chemistry Students. International Journal of Innovation in Science and Mathematics Education, 25(1), 1-13.
Dori, Y. J., & Kaberman, Z. (2012). Assessing high school chemistry students' modeling sub-skills in a computerized molecular modeling learning environment. Instructional Science, 40, 69-91.
Ertl, P. (2010). Molecular structure input on the web. Journal of Cheminformatics, 2(1).
Fadillah, A., & Salirawati, D. (2018). Analysis of misconceptions of chemical bonding among tenth grade senior high school students using a two-tier test. 2021, 080002. doi:10.1063/1.5062821
Febliza, A., & Okatariani, O. (2020). The Development of Online Learning Media by Using Moodle for General Chemistry Subject. Journal of Educational Science and Technology (EST), 6(1), 40. doi:10.26858/est.v6i1.12339
Garcia-Ruiz, M. A., Santana, P. C., & Molina, M. (2014). Using Effective Stereoscopic Molecular Model Visualizations in Undergraduate Classrooms. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE),, 5(1).
Gilbert, J. K. (2005). Visualization: A metacognitive skill in science and science education. Visualization in Science Education (Vol. 1). Netherlands: Springer
Hake, R. (1999). Analyzing Change/ Gain Score. Indiana: Indiana University.
Hariyono, E., Prahani, B. K., & Mardiyanti, M. (2020). Volcano Project Design: Innovation In Geoscience Learning. Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 8(2), 139. doi:10.33394/j-ps.v8i2.3267
He, Y., Swenson, S., & Lents, N. (2012). Online Video Tutorials Increase Learning of Difficult Concepts in an Undergraduate Analytical Chemistry Course. Journal of Chemical Education, 89(9), 1128-1132. doi:10.1021/ed200685p
Laksono , E. W., Rohaeti, E., Suyanta, & Irwanto. (2017). INSTRUMEN PENILAIAN KEMAMPUAN BERPIKIR ANALITIS DAN KETERAMPILAN PROSES SAINS KIMIA. Jurnal Kependidikan, 1(1), 100-110.
Levy Nahum, T., Mamlokâ€Naaman, R., Hofstein, A., & Taber, K. S. (2010). Teaching and learning the concept of chemical bonding. Studies in Science Education, 46(2), 179-207. doi:10.1080/03057267.2010.504548
Mahdum, M., Hadriana, H., & Safriyanti, M. (2019). Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia. Journal of Information Technology Education: Research, 18, 293-317. doi:10.28945/4366
Mataka, L. M., & Kowalske, M. G. (2015). The influence of PBL on students' self-efficacy beliefs in chemistry. Chemistry Education Research and Practice, 16(4), 929-938. doi:10.1039/c5rp00099h
Morsch, L. A., & Lewis, M. (2015). Engaging Organic Chemistry Students Using ChemDraw for iPad. Journal of Chemical Education, 92(8), 1402-1405. doi:10.1021/acs.jchemed.5b00054
Pérez, J. R. B., Pérez, M. E. B., Calatayud, M. L., GarcÃa-Lopera, R., Montesinos, J. V. S., & Gil, E. T. (2017). Student's Misconceptions on Chemical Bonding: A Comparative Study between High School and First Year University Students. Asian Journal of Education and e-Learning, 5(1), 1-16.
Rayan, B., & Rayan, A. (2017). Avogadro Program for Chemistry Education: To What Extent can Molecular Visualization and Three-dimensional Simulations Enhance Meaningful Chemistry Learning? World Journal of Chemical Education, 5(4), 136-141. doi:10.12691/wjce-5-4-4
Roche Allred, Z. D., Tai, H., Bretz, S. L., & Page, R. C. (2017). Using PyMOL to Explore the Effects of pH on Noncovalent Interactions between Immunoglobulin G and Protein A: A Guided-Inquiry Biochemistry Activity. Biochem Mol Biol Educ, 45(6), 528-536. doi:10.1002/bmb.21066
Seery, M. K. (2013). Harnessing Technology in Chemistry Education. New Directions, 9(1), 77-86. doi:10.11120/ndir.2013.00002
Seery, M. K., & McDonnell, C. (2013). The application of technology to enhance chemistry education. Chem. Educ. Res. Pract., 14(3), 227-228. doi:10.1039/c3rp90006a
Şen, Ş., & Temel, S. (2016). An Analysis of Prospective Chemistry Teachers’ Attitudes towards Information and Communication Technologies, and of Their Confidence in Technological and Pedagogical Content Knowledge. Participatory Educational Research, spi16(2), 1-10. doi:10.17275/per.16.spi.2.1
Sugiyono. (2012). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta.
Wood, R. (2019). Students’ Motivation to Engage with Science Learning Activities through the Lens of Self-Determination Theory: Results from a Single-Case School-Based Study. EURASIA Journal of Mathematics, Science and Technology Education, 15(7). doi:10.29333/ejmste/106110
Worlitz, J., Stabler, A., Peplowsky, S., & Woll, R. (2016). Video Tutorials: An Appropriate Way of Teaching QM Tools Applied with Software. Quality Innovation Prosperity, 20(2), 169. doi:10.12776/qip.v20i2.754
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution 4.0 International License.
