Chemistry Learning Media Based on Social Media: Students ’ View

: Chemistry learning should be able to integrate contextual chemistry problems and present the sophistication of 21st-century learning technology. Social media, as a product of 21st-century technology, has the potential to be used as chemistry learning media. Therefore, this study aims to investigate students’ views toward the potential use of social media as chemistry learning media. The survey method involved 791 students. A total of 40 question items were developed and distributed online using a Google form to respondents. Based on the results of a survey conducted, it is known that respondents are accustomed to using Instagram and TikTok as the most frequently used social media. Other results reveal that most respondents have the same screen time, more than 4 hours daily. This screen time is used by respondents for entertainment and looking for news information on social media. With the length of screen time not used for this learning process, it can be a promising opportunity to utilize social media as a medium for learning chemistry. This study is expected to be a reference for developing social media-based chemistry learning to increase student motivation and achievement.


Introduction
Chemistry is considered to have a central role in education for sustainable development (Burmeister et al., 2012;Shidiq et al., 2020).It is based on the core role that the chemical industry may play in sustainable development (Burmeister et al., 2012(Burmeister et al., , 2013;;Shidiq et al., 2021).From a broad continuing education perspective, chemistry classrooms can be a place for developing general and chemistry-specific skills and knowledge (Holbrook & Rannikmae, 2007).Therefore, chemistry learning should be able to integrate contextual chemistry problems from the real world, train the required thinking skills, and present the sophistication of 21 stcentury learning technology (Care et al., 2018;Griffin et al., 2012;Shidiq & Yamtinah, 2019;Trilling & Fadel, 2009).
Technological advances in recent decades have encouraged the education sector to integrate technology into curricula in various subjects (Kong, 2014).The development of technology and the Internet has driven a new balance of teaching and learning environments such as online learning media, distance learning, computer-assisted learning, and hybrid learning.Effective and relevant teaching and learning strategies are needed to meet the current generation's needs.Students in the 21st-century era prefer digital resources to access information, communicate, and solve problems (Juanda et al., 2021) There have been many studies that have developed and integrated technology in chemistry learning, such as the use of online video tutorial technology in analytical chemistry learning (He et al., 2012), the use of (He et al., 2012) the use of Augmented Reality (AR) technology in chemistry learning (Al-Balushi et al., 2017;Kartimi et al., 2022;Macariu et al., 2020;Naese et al., 2019;Ovens et al., 2020) and what is developing according to the context of students' daily lives is the use of social media as chemistry learning (Fosu et al., 2019;Osokoya & Kazeem, 2016) The use of social media as a medium for learning chemistry, is considered interesting and can increase students' motivation and digital literacy (Hayes et al., 2020;Hurst et al., 2019) This opens up opportunities for teachers and researchers in the field of chemistry education to develop social media-based chemistry learning media.For this reason, it is necessary to review the types of social media that are relevant as a medium for learning chemistry.Therefore, this study aims to investigate students' views on the use of social media as a chemistry learning medium and map the potential use of social media.This research is expected to provide an overview of the needs and opportunities for research on social media development as a chemistry learning media.

Method
This research was conducted using the survey method.A research instrument of 40 items of open and closed questions was shared through Google Forms online.This instrument was developed to include five main components related to the views of survey respondents, namely the implementation of online and offline learning, characteristics of chemical materials, Multiple Chemical Representations, social media needs, and attitudes.The instrument grids used are presented in Table 1.Respondents to the survey conducted were 791 high school students.The data obtained are analyzed using quantitative and qualitative data analysis techniques.The instrument grid data is shown in Table 1 and student demographic data is shown in Table 2.The research flow design can be seen in Figure 1.

Result and Discussion
Learning technology continues to develop significantly from time to time.This allows the teaching and learning process to be more effective and efficient to obtain better results.Therefore, education needs to adopt various ways of learning that can support these changes (Febri et al., 2020).In addition, the rapid exchange of information through various media around the world helps the growth of human knowledge and, demands a redefinition of educational curricula (Pevac et al., 2005).One of the important components in the educational curriculum is learning methods and media.Learning in schools usually uses traditional learning methods and media such as lectures and using textbooks.There are so many theories listed in the book, but there are many students who are not interested, not even reading the book because it is considered less interesting.This is because books use only one of the five senses in their use, namely the eyes images and text alone are not enough in the delivery of material (Bustanil S et al., 2019;Purba, Liliana, & Kwarrie, 2018;Purba, Liliana, & Runtulalu, 2018).Through the questionnaires that were distributed, it was revealed the model and media most often used by chemistry teachers in schools.The survey results data on the learning model is

Analysis of survey data results
Reporting displayed in Figure 2 and the data on learning media is displayed in Figure 3. Based on Figure 2 it is known that more chemistry teachers use the learning model with lectures (Lectures).The lecture method is good for providing understanding to students in the same direction.Nevertheless, this method is considered less effective for the formation of student conceptions.Students are only passive in listening and not constructing their own knowledge.Therefore, teacher-centered lecture methods should now begin to be reduced, to be replaced with studentcentered learning models.Another number of frequencies that indicate the learning model that is often used by chemistry teachers is Problem-based learning.Unlike the teacher-centered lecture method, this PBL model makes students the center of learning.Students are given a contextual problem related to chemistry learning so that they can construct their own knowledge.This model allows students to actively explore subject matter from different sources and different perspectives (Ayyildiz & Tarhan, 2018;Quattrucci, 2018).
In addition, the learning medium that is often used by chemistry teachers based on table 2 is the Chemistry textbook.This is very natural because all schools are waiting for printed books as their main learning resource.However, along with technological advances, it is necessary to innovate the use of technology-based learning media in chemistry classes.This is in order to increase students' learning motivation towards chemistry, and improve their technological literacy (Mawson, 2013;Salta & Koulougliotis, 2015;Thummathong & Thathong, 2018).The use of technology as a medium for learning chemistry is important.Because not all chemicals can be explained through print media.It takes multimedia that can visualize abstract concepts of chemical matter.In addition, it is also useful for teaching chemistry through representations of chemistry, sub-microscopic, macros, and symbolic.The representation of sub-microscopic will be difficult to explain if only using printed books.The survey results in figure 4 show how often chemistry teachers do sub-microscopic explanations according to respondents.

Figure 4. Frequencies chemistry teachers explain on the representation of sub-microscopic levels
The data in figure 4 shows that chemistry teachers have explained at the sub-microscopic level but the frequency is still rare.3D representation and visualization in chemistry learning is traditionally typically done using physical models, such as ball and stick molecular kits (Battle et al., 2010) However, this method has not been able to fully represent and visualize chemical reactions.Along with the development and accessibility of the latest computing technology, 3D representation and visualization can be done with digital simulations using Augmented Reality technology and animated video (Abdinejad et al., 2020;Dave et al., 2019;Pence et al., 2015;Sampson et al., 2018).Recently, along with the development of online learning, videobased learning media on various platforms including social media has become a trend.This opens up opportunities for teachers to be able to innovate the creation of similar learning media.Data related to student social media is displayed in figures 5, 6 and 7.
Figures 5, 6 and 7 provide interrelated information.Figure 5 presents data related to the length of time students do screentime.The majority of students answer that they spend 3-4 hours a day.The majority of their screentime activities are filled with opening social media.In Figure 6, information is presented that the social media of Instagram, YouTube and TikTok are the Likert Scale (%) social media that most students have.Meanwhile, Figure 7 shows data that the purpose of students to open social media is for entertainment.This data provides morning opportunities for teachers and researchers in the field of chemistry education, with a long screentime on social media, it is possible to use social media for learning purposes.Because the frequency of students using social media for learning purposes is still low.In Table 3. Presented data on students' views regarding the use of social media as a medium for learning chemistry.Social media can be used as chemistry learning because in social media there are also those who present content or posts about learning which is the impact of the pandemic which requires students to use social media as a learning medium.social media can be used to learn chemistry because some of the information on the Instagram, YouTube, or Twitter applications can be used to find chemistry materials that can be learned by students, because sometimes the material provided by the teacher is incomplete and difficult to understand, just give but sometimes not explain The sophistication of technology can now be utilized in various fields, one of which is education, many digital platforms today can help and benefit students in understanding chemistry learning, besides that with this social media students are not easily bored.In your opinion, what are the advantages of using social media as a chemistry learning medium?Through social media, students can actively be more creative and independent so that the quality of lessons can be improved both in terms of knowledge and quality.Foster students' interest in learning because the lessons become more interesting.Clarify the meaning of the lesson material so that students more easily understand it.The advantage is that by using social media for chemistry learning media, it will be more effective to convey material because it is easier to access, besides that today's children prefer to watch and hear rather than read.Then with the work on the questions with the application, I think it is more delicious because it can be done flexibly and not fixated by the regulations of the teacher.In your opinion, what are the disadvantages of using social media as a chemistry learning medium?
We can easily be tempted by videos or notifications that make us want to see/watch them and forget the original purpose of using social media, namely for learning lack of understanding in the delivery of material, not free because you can't ask directly, not all networks in a place are good, it will be even more detrimental because you have to buy quotas and be exposed to radiation.The disadvantages is, there are still many children who remain recalcitrant and do not open the material presented by the teacher  Students View because they are too cool with games or other applications.For the work on the questions, the disadvantage is that if the questions can be accessed via cellphones or other digital devices, it will be very easy for students to find answers on the internet or just ask friends for answers through chat applications.Then if to access materials and learning questions requires an internet network for some students, they will still get problems such as unavailability of the network, data quota runs out, or slow Wi-Fi.
Based on data from table 3, it is known that students have a positive view regarding the use of social media as a medium for learning chemistry.Many people use social media platforms such as Twitter, Facebook and YouTube, and many make these platforms a part of their daily lives.According to estimated 2016 data, there are more than 750 million active users on Facebook, 177 million tweets are sent daily on Twitter, and more than 3 billion people watch YouTube daily (Osokoya & Kazeem, 2016).Students spend a lot of time uploading, downloading and viewing content on social media.Most students are always online, chatting with friends and watching movies.Some students have made social media sites a habit; they struggle to concentrate for an hour without checking any of the sites and can be considered Internet addicts (Osokoya & Kazeem, 2016) Social media is an online media that is used for communication needs, interacting, participating, sharing and creating content/content for its users to use through special application devices with internet networks without being limited by time or space.The purpose of using social media is as a means of communication to connect fellow users with a very wide coverage area.With this social media, users can connect with many people, discuss together, create forums, upload daily activities, and share other information easily through an internet connection.The use of social media for the benefit of learning is not many who use it, but with the large number of internet users in Indonesia who use social media, this media opportunity can be used to alternative media in learning, and one of the most popular social media today is Instagram after YouTube and TikTok.Instagram is a social media platform that is quite popular among young people today.Various moments and events are captured in Instagram posts for various purposes, including to get responses from fellow users.This is interesting, because now learning contemporary chemistry through Instagram social media accounts that can be accessed anytime and anywhere (Fujiawati & Raharja, 2021).

Conclusion
Based on the results of a survey conducted, it is known that respondents are accustomed to using Instagram and TikTok as the most frequently used social media.Other results reveal that most of the respondents have the same screen time, which is more than 4 hours every day.This screen time is used by respondents for entertainment and looking for news information on social media.With the length of screen time that has not been used for this learning process, it can be a promising opportunity to utilize social media as a medium for learning chemistry.This research is expected to be a reference for the development of social media-based chemistry learning to increase student motivation and achievement.

Figure 2 .Figure 3 .
Figure 2. Learning models usually used by chemistry teachers

Figure
Figure 5. Social Media that students have

Table 2 .
Demographic Data of Student Figure 1.The research flow chart

Table 3 .
Students' Views Regarding the Use of Social Media as a Medium for Learning Chemistry