Abstract
The intermolecular force is one of the chemistry topics covered in the high school curriculum in Indonesia. As the characteristics of chemistry concepts in general, intermolecular forces concepts can be presented in the three levels of chemical representations (microscopic, symbolic, and macroscopic). Currently, chemistry teaching materials are available in Indonesian schools mostly have limited support for helping students to visualize the molecular aspect of intermolecular forces concepts mainly in the form of three-dimensional space (3D). This study aimed to produce an E-Learning teaching material enriched with 3D Molecular Visualization. The product (teaching material) in this study is presented by considering the syntax of guided inquiry-based learning. The product was developed with the procedure adopted from Lee and Owens, including assessment/analysis, need assessment, front-end analysis, design, and development. The product is valid and suitable to be applied in online chemistry teaching. However, further study to investigate the effectiveness of this product empirically need to be explored in the future.
Highlights
Chemistry is one of the subject for the school curriculum at the senior high school [9]
Chemistry is studied through three levels of representation including the microscopic, symbolic, and macroscopic levels [12], the transition between the three levels, especially at the macroscopic level to the microscopic level, is necessary for students to develop an understanding of chemical knowledge [11]
The results of researchers' observations of the teaching materials applied by teachers to students still use textbooks and the minimal application of technology to the learning process
Summary
Chemistry is one of the subject for the school curriculum at the senior high school [9]. Chemistry is studied through three levels of representation including the microscopic, symbolic, and macroscopic levels [12], the transition between the three levels, especially at the macroscopic level to the microscopic level, is necessary for students to develop an understanding of chemical knowledge [11]. The transition of microscopic representations to explain material at the molecular level that cannot be seen directly and is not visualized by students makes chemical material often difficult [10]. The results of researchers' observations of the teaching materials applied by teachers to students still use textbooks and the minimal application of technology to the learning process. This causes students to have difficulty in learning the intermolecular forces of matter
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