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All Journal Publikasi Pendidikan Jurnal Ilmu Kimia Universitas Brawijaya PAEDAGOGIA JMM (Jurnal Masyarakat Mandiri) JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) CARADDE: Jurnal Pengabdian Kepada Masyarakat Walisongo Journal of Chemistry Kumawula: Jurnal Pengabdian Kepada Masyarakat Jurnal Paedagogy Jurnal Sains dan Edukasi Sains Prosiding Temu Ilmiah Nasional Guru
Ayu Fahimah Diniyah Wathi
Brawijaya University
Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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From Chalkboard to Cliks: Digital Media Preferences and Learning Barriers in Distance Organic Chemistry Education Sausan, Inas; Wathi, Ayu Fahimah Diniyah; Masbukhin, Faizal Akhmad Adi
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.110505

Abstract

This study investigates students’ preferences for digital instructional media and the main learning barriers in the Organic Chemistry 3 course at Universitas Terbuka (UT), Indonesia’s leading open and distance learning institution. Using a descriptive quantitative approach, data were collected from 25 students and alumni through an online questionnaire and analyzed descriptively. The results indicate that interactive simulations (39%) and instructional videos (38%) were the preferred media, highlighting students’ strong preference for dynamic, visualized learning experiences. Major barriers included difficulty in visualizing reaction mechanisms (68%) and insufficient prerequisite mastery (52%), revealing cognitive and structural challenges in learning complex organic chemistry concepts remotely. The analysis further showed a gap between high pedagogical needs (70–85%) and moderate contextual barriers (45–55%), reflecting students’ prioritization of instructional quality despite infrastructural limitations. The study concludes that effective distance chemistry instruction must combine strong pedagogical design, technological accessibility, and continuous learner support to foster deep conceptual understanding. Recommendations include integrating step-by-step guided videos, interactive simulations, adaptive scaffolding, and accessible media formats aligned with students’ needs and learning contexts.
Co-Authors Amastini, Fitria Aryaty, Unny Asyhar Basyari Bikharudin, Ahmad Dewi, Shofrina Surya Dola Suciana Gusti, Valeria Yekti Kwasaning Mabukin, Faizal Akhmad Adi Masbukhin, Faizal Akhmad Adi Mohammad Misbah Khunur Muhammad Sulaiman Nuruddin Kafy El-Ridlo Risnawati, Erna Sandra Sukmaning Adji Siti Utami Dewi Ningrum Sri Wardhani Sulistyarini, Sulistyarini Wijayanti, Sukma Wahyu Wulandari, Nisa A’rafiyah Tri