Effectiveness of 3D Flipbook Media in Enhancing Students’ Visual–Spatial Skills: A Study in Molecular Geometry Learning
Keywords:
3D flipbook, Molecular geometry, Visual–spatial skills, Wilcoxon testAbstract
This study examines the effectiveness of 3D flipbook media in improving students’ visual–spatial skills in molecular geometry learning. Molecular geometry requires the ability to mentally manipulate complex three-dimensional structures, which often challenges students in understanding abstract concepts. The research was conducted with 32 students of SMA Negeri 7 Surabaya using a quasi-experimental design with pretest and posttest instruments. Because the data were not normally distributed, the Wilcoxon Signed Ranks Test was applied. The results showed that all students achieved higher posttest scores compared to pretest scores, with a significance value of 0.000 (p < 0.05). These findings indicate that 3D flipbook media significantly enhance students’ visual–spatial skills. Moreover, the study emphasizes the pedagogical value of innovative media in bridging abstract molecular concepts with student comprehension, contributing to the improvement of chemistry education and supporting more effective learning strategies in the classroom.
References
Albus, P., Vogt, A., & Seufert, T. (2021). Signaling in virtual reality influences learning outcome and cognitive load. Computers & Education, 166, 104154.
https://doi.org/10.1016/j.compedu.2021.104154
Araiza-Alba, P., Keane, T., Chen, W. S., & Kaufman, J. (2021). Immersive virtual reality as a tool to learn problem-solving skills. Computers & Education, 164, 104121.
https://doi.org/10.1016/j.compedu.2020.104121
Branch, R. M. (2010). Instructional design: The ADDIE approach. Springer Science & Business Media.
Brown, C. E., Alrmuny, D., Williams, M. K., Whaley, B., & Hyslop, R. M. (2021). Visualizing molecular structures and shapes: A comparison of virtual reality, computer simulation, and traditional modeling. Chemistry Teacher International, 3(1), 69–80. https://doi.org/10.1515/cti-2020-0013
Cheng, S. L., Chen, S. B., & Chang, J. C. (2021). Examining the multiplicative relationships between teachers’ competence, value and pedagogical beliefs about technology integration. British Journal of Educational Technology, 52(2), 734–750.
https://doi.org/10.1111/bjet.13052
Earnshaw, R. (2017). Art, design and technology: Collaboration and implementation. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-58121-7
Elford, D. (2022). Augmented reality in chemistry higher education (Doctoral dissertation, University of East Anglia).https://ueaeprints.uea.ac.uk/id/eprint/90630/
Malik, A., Yuliani, Y., Rochman, C., Zakwandi, R., Ismail, A., & Ubaidillah, M. (2020). Optimizing students’ critical thinking skills related to heat topics through the model of content, context, connection, researching, reasoning, reflecting (3C3R). Journal of Physics: Conference Series, 1521(2), 022001. https://doi.org/10.1088/1742-6596/1521/2/022001
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K–12 and higher education: A meta-analysis. Computers & Education, 70, 29–40.
https://doi.org/10.1016/j.compedu.2013.07.033
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
Rodríguez, F. C., Krapp, L., Meireles, F. T. P., Dal Peraro, M., & Abriata, L. (2025). MolecularWeb democratizes web-based, immersive, multiuser molecular graphics and modeling. ChemRxiv Preprint. https://doi.org/10.26434/chemrxiv-2025-46p89
Singh, S., & Kaur, A. (2025). Implementing an enhanced AR-based application for chemistry teaching and learning practice. AIP Conference Proceedings, 3227(1), 040003.
Stieff, M., & Uttal, D. (2015). How much can spatial training improve STEM achievement? Educational Psychology Review, 27(4), 607–615. https://doi.org/10.1007/s10648-015-9304-8
Zakiyah, W. I., & Dwiningsih, K. (2022). The effectivity of interactive e-module to increase the students' visual-spatial intelligence on ionic. Jurnal Inovasi Teknologi Pendidikan, 9(1), 91-100. https://doi.org/10.21831/jitp.v9i1.46561
