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All Journal Journal of Educational Chemistry (JEC) Indonesian Journal of Instructional Media and Model Proceeding of International Conference on Biology Education, Natural Science, and Technology
Setiawan, Riky
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Biochemistry, Genetics & Molecular Biology Chemistry Education Physics

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Development of Chemistry Flashcard (Chemilard) Based on Augmented Reality in Unity 3D for Chemical Bonding Material Setiawan, Riky; Harahap, Lenni Khotimah
JEC Vol. 6 No. 2 (2024)
Publisher : Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2024.6.2.22801

Abstract

The lack of variety in instructional media can be a starting point for the difficulty in creating an effective and enjoyable learning environment, particularly in chemistry subjects. The concepts in chemical bonding are abstract, making them difficult to apply contextually. Based on these issues, the researchers developed CHEMILARD (Chemistry Flashcard) media using augmented reality. This research employed the D&D (Design and Development) model. The subjects of this study were 6 expert validators in media and content, as well as 25 respondents. The data analysis techniques included Aiken’s analysis and percentage models. The study concluded that the validation of CHEMILARD media, developed across all assessment aspects, indicated that the product is feasible for trial implementation with a score of V=0.90 from media experts and V=0.91 from content experts. The respondents' test results showed an ideal media percentage of 90.3% and an overall media quality rating of 76.72, which is categorized as Very Good. This indicates that the augmented reality-based CHEMILARD media can significantly enhance the learning experience by making abstract chemical bonding concepts more tangible and easier to understand for students.
Development of Chemistry Flashcard (Chemilard) Based on Augmented Reality in Unity 3D for Chemical Bonding Material Setiawan, Riky; Harahap, Lenni Khotimah
Journal of Educational Chemistry (JEC) Vol. 6 No. 2 (2024)
Publisher : Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2024.6.2.22801

Abstract

The lack of variety in instructional media can be a starting point for the difficulty in creating an effective and enjoyable learning environment, particularly in chemistry subjects. The concepts in chemical bonding are abstract, making them difficult to apply contextually. Based on these issues, the researchers developed CHEMILARD (Chemistry Flashcard) media using augmented reality. This research employed the D&D (Design and Development) model. The subjects of this study were 6 expert validators in media and content, as well as 25 respondents. The data analysis techniques included Aiken’s analysis and percentage models. The study concluded that the validation of CHEMILARD media, developed across all assessment aspects, indicated that the product is feasible for trial implementation with a score of V=0.90 from media experts and V=0.91 from content experts. The respondents' test results showed an ideal media percentage of 90.3% and an overall media quality rating of 76.72, which is categorized as Very Good. This indicates that the augmented reality-based CHEMILARD media can significantly enhance the learning experience by making abstract chemical bonding concepts more tangible and easier to understand for students.
Augmented Reality for Chemistry Education: Systematic Literature Review (SLR) and Visualization Setiawan, Riky; Santosa, Eka Budhi; Sukmawati, Fatma
Proceeding of International Conference on Biology Education, Natural Science, and Technology 2025: Proceeding of International Conference on Biology Education, Natural Science, and Technology
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The integration of immersive technologies into science education provides an innovative pathway for addressing abstract concepts, particularly within chemistry learning. This paper delivers a systematic review of literature concerning the integration of Augmented Reality (AR) in chemistry education, emphasizing molecular structure visualization and improved interactivity in learning processes. The review followed the PRISMA protocol, utilizing articles indexed in Scopus between 2020 and 2025. Out of 81 initial studies identified, ten satisfied the inclusion criteria and were further examined with bibliometric approaches. Findings highlight an increasing research focus on AR-based chemistry instruction, covering mobile learning, gamified environments, and molecular simulations. Major contributing countries included Germany, Switzerland, and Indonesia, with key subject domains spanning social sciences, computer science, and chemistry. Keyword mapping further indicates that AR is positioned as a pivotal element within the digital education landscape. These insights underline the transformative capacity of AR in redefining chemistry education toward a more flexible, interactive, and student-centered model.
Immersive Chemistry Learning with Augmented Reality: Exploring Students’ Needs on Visualizing Chemical Bonding Setiawan, Riky; Santosa, Eka Budhi; Sukmawati, Fatma
Indonesian Journal of Instructional Media and Model Vol 7 No 2 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i2.6941

Abstract

The digital transformation of education has opened broad opportunities for innovation, yet the use of advanced technologies such as Augmented Reality (AR) in chemistry learning remains limited, particularly in Indonesia. The present research examines high school students’ needs for AR-based instructional media on the abstract topic of chemical bonding. A descriptive quantitative approach was employed within the Analysis phase of the ADDIE instructional design model. Data were collected using a validated questionnaire administered to 51 eleventh-grade students from a senior high school in Surakarta, Indonesia. The results show that more than 84% of students experience difficulties in learning chemistry, with chemical bonding identified as the most challenging topic (88.2%), mainly due to limited visualization and the abstract nature of the content. Students also perceived the instructional media currently used in class as insufficiently engaging and not yet effective in helping them understand chemical bonding. Although 90.2% of students had never used AR in chemistry lessons, nearly 59% expressed strong interest in its implementation. This study offers an empirical mapping of students’ cognitive, media-related, and technological needs as a foundation for designing AR-based chemistry learning on chemical bonding. As far as we are aware, it is one of the first studies in the Indonesian context to conduct a structured needs analysis for AR integration specifically on chemical bonding within the ADDIE framework. At a practical level, the findings provide guidance for instructional designers and chemistry teachers regarding the urgency of developing immersive AR tools that bridge abstract chemical representations with spatial visualization while also enhancing student engagement in the digital era.
Co-Authors Fatma Sukmawati, Fatma Harahap, Lenni Khotimah Santosa, Eka Budhi