Development of a ChemSketch-Integrated Flipbook to Enhance Students’ Conceptual Understanding of Functional Groups in Organic Compounds
DOI:
https://doi.org/10.22437/teknopedagogi.v16i2.54274Keywords:
ChemSketch, Flipbook, Digital Teaching Materials, Chemistry Learning, Functional Groups, Molecular VisualizationAbstract
This study aimed to develop a ChemSketch-integrated flipbook as a digital teaching material for the topic of functional groups of carbon compounds, given that chemistry learning frequently involves abstract concepts that are difficult for students to comprehend through conventional instruction alone. The study employed a Research and Development approach using the DDD-E model, which includes the stages of decide, design, development, and evaluate. The participants were 21 twelfth-grade students, while product validation was conducted by six experts consisting of two media experts, two material experts, and two language experts. Data were collected through validation sheets and student response questionnaires, then analyzed descriptively using percentage-based feasibility criteria. The findings revealed that the developed teaching material achieved a validity score of 89% in the media aspect, 90.5% in the material aspect, and 75% in the language aspect, indicating that it was feasible for classroom use. Student responses were predominantly positive, particularly regarding the suitability of the media for learning, its contribution to learning motivation, and its support in facilitating the understanding of functional group concepts. The novelty of this study lies in the direct integration of ChemSketch-generated two-dimensional and three-dimensional molecular visualizations into a flipbook, allowing the material to function not only as a digital text but also as a representational learning tool. These findings suggest that the developed flipbook is feasible, well-received by students, and has the potential to support conceptual understanding and student engagement in chemistry learning.
References
Abdinejad, M., Ferrag, C., Qorbani, H. S., & Dalili, S. (2021). Developing a Simple and Cost-Effective Markerless Augmented Reality Tool for Chemistry Education. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.1c00173
Abouelenein, Y. A. M., Selim, S. A. S., & Elmaadaway, M. A. N. (2024). Impact of a virtual chemistry lab in chemistry teaching on scientific practices and digital competence for pre-service science teachers. Education and Information Technologies, 29(3), 2805–2840. https://doi.org/10.1007/s10639-023-11918-y
Alharbi, A. A. (2025). Cognitive learning approach to enhance university students’ visualization of molecular geometry in chemical compounds: A case study in Saudi Arabia. Journal of Radiation Research and Applied Sciences, 18(1), 101283. https://doi.org/https://doi.org/10.1016/j.jrras.2024.101283
Amirbekova, E., Shertayeva, N., & Mironova, E. (2024). Teaching chemistry in the metaverse: the effectiveness of using virtual and augmented reality for visualization. Frontiers in Education, Volume 8-2023. https://doi.org/10.3389/feduc.2023.1184768
Chan, P., Van Gerven, T., Dubois, J.-L., & Bernaerts, K. (2021a). Virtual chemical laboratories: A systematic literature review of research, technologies and instructional design. Computers and Education Open, 2, 100053. https://doi.org/https://doi.org/10.1016/j.caeo.2021.100053
Chan, P., Van Gerven, T., Dubois, J.-L., & Bernaerts, K. (2021b). Virtual chemical laboratories: A systematic literature review of research, technologies and instructional design. Computers and Education Open, 2, 100053. https://doi.org/10.1016/j.caeo.2021.100053
Chen, K.-F., Hwang, G.-J., & Chen, M.-R. A. (2024). Effects of a concept mapping-guided virtual laboratory learning approach on students’ science process skills and behavioral patterns. Educational Technology Research and Development, 72(3), 1623–1651. https://doi.org/10.1007/s11423-024-10348-y
Febliza, A., Kadarohman, A., Aisyah, S., Abdullah, N., & Susilawati. (2025). Improving students’ achievement in organic chemistry: A systematic review of experimental studies. Journal of Turkish Science Education, 22(2), 393–418. https://doi.org/10.36681/tused.2025.020
Fombona-Pascual, A., Fombona, J., & Vázquez-Cano, E. (2022). VR in chemistry, a review of scientific research on advanced atomic/molecular visualization. Chemistry Education Research and Practice, 23(2), 300–312. https://doi.org/10.1039/D1RP00317H
Hrubeš, J., Jaroš, A., Nemirovich, T., Teplá, M., & Petrželová, S. (2024). Integrating Computational Chemistry into Secondary School Lessons. Journal of Chemical Education, 101(6), 2343–2353. https://doi.org/10.1021/acs.jchemed.3c00908
Hu-Au, E. (2024). Learning Abstract Chemistry Concepts with Virtual Reality: An Experimental Study Using a VR Chemistry Lab and Molecule Simulation. Electronics, 13(16). https://doi.org/10.3390/electronics13163197
Kayumov, J., Usmanov, D., Yusupova, U., Smanova, Z., & Rasulev, B. (2025). Exploring Chemistry in Virtual Reality: A Comparative Analysis of VR Simulations for Chemistry Education. Applied Sciences, 15(24). https://doi.org/10.3390/app152413254
Kiernan, N. A., Manches, A., & Seery, M. K. (2024). Resources for reasoning of chemistry concepts: multimodal molecular geometry. Chemistry Education Research and Practice, 25(2), 524–543. https://doi.org/10.1039/D3RP00186E
Kolil, V. K., & Achuthan, K. (2024). Virtual labs in chemistry education: A novel approach for increasing student’s laboratory educational consciousness and skills. Education and Information Technologies, 29(18), 25307–25331. https://doi.org/10.1007/s10639-024-12858-x
Levy, J., Chagunda, I. C., Iosub, V., Leitch, D. C., & McIndoe, J. S. (2024). MoleculAR: An Augmented Reality Application for Understanding 3D Geometry. Journal of Chemical Education, 101(6), 2533–2539. https://doi.org/10.1021/acs.jchemed.3c01045
Manyilizu, M. C. (2023). Effectiveness of virtual laboratory vs. paper-based experiences to the hands-on chemistry practical in Tanzanian secondary schools. Education and Information Technologies, 28(5), 4831–4848. https://doi.org/10.1007/s10639-022-11327-7
Milaningsih, I. P., Sumarti, S., Wijayati, N., Sulistyaningsih, T., Kimia, J., Matematika, F., Ilmu, D., & Alam, P. (2023). Chemistry in Education Pengembangan E-LKPD Bermuatan Chemo-Entrepreneurship untuk Menumbuhkan Minat Wirausaha Peserta Didik dengan Bantuan Flipbook dan Liveworksheet. In Chemined (Vol. 12, Number 1). http://journal.unnes.ac.id/sju/index.php/chemined
Nsabayezu, E., Habimana, O., Nzabalirwa, W., & Niyonzima, F. N. (2025). Investigating the contemporary teaching approaches and technological integration in organic chemistry instruction in selected Rwandan secondary schools. Education and Information Technologies, 30(5), 6399–6433. https://doi.org/10.1007/s10639-024-13075-2
Nurhayati, N., Linda, R., & Anwar, L. (2022). E-module Using FlipHTML5 Application on Chemical Bond Material. Jurnal Pendidikan Kimia Indonesia, 6(2), 133–141. https://doi.org/10.23887/jpki.v6i2.49542
Pietikäinen, O., Hämäläinen, P., Lehtinen, J., & Karttunen, A. J. (2021). VRChem: A Virtual Reality Molecular Builder. Applied Sciences, 11(22). https://doi.org/10.3390/app112210767
Pölloth, B. (2025). High School Students Experimenting with Computational Chemistry: Design-Based Research on and through the “Comp-Chem-Lab.” Journal of Chemical Education, 102(4), 1367–1379. https://doi.org/10.1021/acs.jchemed.4c01136
Sari, S. A., Dewi, R. S., Saputra, K., Kembaren, A., Hasibuan, H., & Talib, C. A. (2025). INTEGRATION OF ANALYTICAL CHEMISTRY FLIPBOOKS BASED ON PROJECT-BASED LEARNING IN IMPROVING CRITICAL THINKING SKILLS AND SCIENTIFIC LITERACY TO SUPPORT SDG-4. Jurnal Pendidikan IPA Indonesia, 14(1), 59–69. https://doi.org/10.15294/jpii.v14i1.21038
Silva, F. C., & Sasseron, L. H. (2025). The Positioning of Visual Representations As Epistemic Objects for the Teaching of Organic Chemistry. Journal of Chemical Education, 102(2), 615–620. https://doi.org/10.1021/acs.jchemed.4c01018
Silva, M., Bermúdez, K., & Caro, K. (2023). Effect of an augmented reality app on academic achievement, motivation, and technology acceptance of university students of a chemistry course. Computers & Education: X Reality, 2, 100022. https://doi.org/10.1016/j.cexr.2023.100022
Song, Q., Li, M., Zhang, Z., & Zhou, Q. (2025). Learning effectiveness of virtual technologies in chemistry using a three-level meta-analysis. Education and Information Technologies, 30(11), 14737–14759. https://doi.org/10.1007/s10639-025-13321-1
Traube, T., & Blonder, R. (2023). A Computational Chemistry Course for Teachers: From Research Laboratories to High-School Chemistry Teaching. Journal of Chemical Education, 100(11), 4360–4368. https://doi.org/10.1021/acs.jchemed.3c00645
Unayah, H., Rasyid, M., Suyanta, S., Wilujeng, I., & Rahmawati, L. (2024). A Re-cent Study on Flipbook as Media Implementation in Science Education in Digital Age: A Systematic Literature Review. Unnes Science Education Journal, 13(3), 248–258. https://doi.org/10.15294/usej.v13i1.17200
Wahdatillah, B., Noer, A. M., & S., L. A. (2022). PENGEMBANGAN E-LKPD BERBASIS PBL-MR MENGGUNAKAN APLIKASI FLIP BUILDER PADA MATERI BENTUK MOLEKUL DAN INTERAKSI ANTAR MOLEKUL. EDUSAINS, 14(1), 72–83. https://doi.org/10.15408/es.v14i1.25658
Wohlfart, O., Wagner, A. L., & Wagner, I. (2023). Digital tools in secondary chemistry education – added value or modern gimmicks? Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1197296
Yang, F.-Y., & Wang, H.-Y. (2023). Tracking visual attention during learning of complex science concepts with augmented 3D visualizations. Computers & Education, 193, 104659. https://doi.org/https://doi.org/10.1016/j.compedu.2022.104659
Yazici, S. Ç., & Nakıboğlu, C. (2024). Examining experienced chemistry teachers’ perception and usage of virtual labs in chemistry classes: a qualitative study using the technology acceptance model 3. Education and Information Technologies, 29(4), 4337–4370. https://doi.org/10.1007/s10639-023-11985-1
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Munawwarah M, Muhammad Ilham
This work is licensed under a Creative Commons Attribution 4.0 International License.
