<![CDATA[This study is intended to develop and examine the validity of a chemistry learning medium based on the Flipped Periodic Table website for grade 10 senior high school students on electron configuration material. The developed medium takes the form of an interactive digital periodic table with card-based features, electron configuration input, voice feedback, and a leaderboard to enhance student engagement and learning motivation. This study adopted a Research and Development (R&D) approach based on the ADDIE model, encompassing five phases: analysis, design, development, implementation, and evaluation. Media validity was evaluated by material experts and media expert using validation instruments covering aspects of conceptual accuracy, learning relevance, language clarity, visual quality, accessibility, and interactivity. The validation findings showed that the learning media fell into the highly valid category, with scores of 93.00% from material experts and 96.00% from the media expert, yielding an overall validity of 94.50%. Student response analysis conducted in classes X-5 and X-9 showed positive responses, with a total percentage of 89.40%, classified as highly valid. Qualitative findings revealed that students perceived the learning process as more interesting and challenging and were supported in understanding electron configuration through independent practice. These results indicate that the Flipped Periodic Table is suitable for use as an alternative instructional medium to enhance students’ understanding and motivation in learning electron configuration.]]>
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