<![CDATA[This study is motivated by advancements in educational technology, particularly the need for instructional media in teaching chemical bonding, which is considered abstract and difficult for students to understand. It aims to analyze the need for Genially-based instructional media in chemical bonding lessons to enhance students’ critical thinking skills. This research employs both qualitative and quantitative descriptive methods. Quantitative data were collected through questionnaires distributed to 54 eleventh-grade students, while qualitative data were obtained through interviews with two eleventh-grade chemistry teachers. The results of the analysis show that 62.2% of students have difficulty understanding types of chemical bonds (ionic, covalent, and metallic), 57.7% struggle with molecular shapes, and 67.04% find it difficult to understand intermolecular forces (London dispersion forces, dipole–dipole interactions, and hydrogen bonding). In addition, 74% stated that the instructional media used by teachers are not sufficiently helpful in understanding chemical bonding concepts, and 45.2% indicated the need for new instructional media to better facilitate their understanding. Meanwhile, the interview results reveal that teachers require instructional media that are interactive, contextual, and capable of visualizing abstract concepts. Therefore, it can be concluded that Genially-based instructional media are needed to meet both students’ and teachers’ needs in supporting more effective and engaging learning]]>
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