Android-based Animation for Chemical Elements and Experiments

Received: 08 October 2020

Revised: 22 February 2021

Published: 25 March 2021

Android-based Animation for Chemical Elements and Experiments as an

Interactive Learning Media

Dedi Saputra

*, Burcu Gürbüz

, Haryani Haryani

Sistem Informasi, Universitas Bina Sarana Informatika, Jakarta, Indonesia

Johannes Gutenberg-University of Mainz, Germany; ̈Usk ̈udar University, ̇Istanbul, Turkey

*Corresponding Author. [email protected].id

ABSTRACT The use of smartphone technology with various operating system platforms and Android is also widely used in

education. Various types of applications were created to support the learning process at school and outside of school. The purpose

of this research is to create an alternative learning media in the form of an interactive animation application that utilizes

smartphone technology on material or topic discussion of elements and chemical experiments in the eyes of chemistry lessons.

This android-based interactive animation application is focused on periodic table material that provides necessary information

about elements and chemical experiments that include PH solutions, electrolyte solutions, and synthetic reactions in them. The

application is designed using the Construct 2 application software, HTML 5 programming language, the Intel XDK compiler

with the waterfall software development method, and BlackBox testing as a software testing method. This study's results are in

the form of an Android-based learning application to test chemical elements hoped that this application could be implemented

for chemistry subjects. Especially for high school students, as an attractive alternative learning media to make it easier to

understand chemistry.

Keywords Interactive Animation, Smartphone, Android, Construct 2

1. INTRODUCTION

The learning process should make students enthusiastic

about participating in learning to participate in learning

activities thoroughly and continuously. The most

comfortable learning atmosphere is one of the essential

factors in improving the classroom's effectiveness; learning

possible to take place optimally (Syafaruddin, Mesiono,

Butar-Butar, & Assingkily, 2020). The development of

information technology and communication significantly

impacts instructional media learning in schools and other

educational institutions. During the Covid-19 pandemic,

where the education process switches to online methods,

information technology, and communication change the

learning location from class to anywhere and anytime

students can study. Communication technology

encourages the evolution of learning locations and times.

Learning no longer only occurs in school and class, but

learning can occur anywhere as long as there are teaching

materials and students feel comfortable with the situation

(Rusdi & Yunus, 2016).

Many students at every level of education consider

chemistry to be a lesson containing quite tricky concepts

because of the many elements and abstract reactions.

Chemical elements that consist of many elements often

make students lazy with chemistry, especially in terms of

memorizing the periodic system of chemical elements.,

studying the composition and nature of an object as well as

changes in the formation of that substance. Chemistry

comes from the Egyptian "Keme" which is means "earth"

is the study of composition, structure, and properties of

matter, and all changes that accompany chemical reactions

(Pratama, Yuanita, & Susantini, 2016). Chemistry is the

study of the composition and properties of an object and

its changes and formation. Chemistry is a branch of natural

science (IPA). Among branches of science has a close

relationship. As technology advances, chemistry continues

to develop into a new, more specialized science. According

to Schwartz et al. (Rahayu, 2017), Chemistry is an

experimental discipline. Chemists conduct scientific

inquiry, make generalizations, and propose theories to

explain natural phenomena. It can be concluded, chemistry

is the study of the composition, structure, composition,

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and properties of substances to find answers to how natural

phenomena are related to a composition, the structure,

properties, change, dynamics, and substance energetics.

Abstract chemical concepts will be a problem when these

concepts are the key concepts used to understand a

phenomenon that occurs (Eliyawati, Agustin, Sya’bandari,

& Putri, 2014). Solving problems result in low student

interest in learning even though chemistry as basic science

is considered to have essential values applied in various life

spheres. Students would better understand chemistry and

understand difficult chemistry concepts if they could make

deeper connections between concepts and realities

(Rastegarpour & Marashi, 2012). Students can improve

their understanding of chemistry and like chemistry as fun

learning through learning media (Lubis & Ikhsan, 2015).

One way to help these students can be done by utilizing

gadget technology that is already widely owned (Hafidha,

2014).

The development of science, information technology,

and communication provides significant changes to the

learning process development. Information and

communication technology (ICT) in education continues

to evolve in various strategies and patterns. It can be

grouped into an e-Learning system as a form of learning

that utilizes electronic devices and digital media and mobile

learning (m-learning) as a particular form of learning to

utilize mobile communication technology and devices

(Kurniawati & Priyanto, 2018). That was also followed by

mobile phone technology (mobile phone), which is

currently known as a smartphone with practical

characteristics and can be carried anywhere. A mobile

application is a software or a program that runs on a mobile

device whose job is to perform specific tasks for its users

(Sunarya, Prima, & Wihardi, 2020). With the increasing

number of mobile device users or smartphones, especially

among students in Indonesia, the mobile learning method

can be used as an alternative to solve problems in

education. This research refers to previous research that

discusses (1) the Design of an Android-Based

Telecommunication Quiz Application (Budiharjo &

Yulianto, 2014), (2) the Making of an Android-Based

"Pontianak Punye" Quiz Game Application (Saputra &

Rafiqin, 2017; Aksad, 2018), (3) Solar system based

Android (Nuqisari & Sudarmilah, 2019), (4) Atwood

machine-based Android (Shabrina, Warsono, & Kuswanto,

2017), (4) Android Based Math & Trash Educational Game

Using Scirra Construct 2 and Adobe Phonegap

(Widaningrum, Prasetiyo, & Astuti, 2020), (5) Arduino-

Android Based Game (Yasin, Prima, & Sholihin, 2018), and

(6) Smartchem: An Android Application for Learning

Multiple. Representations of Acid-Base Chemistry

(Eliyawati, Agustin, Sya’bandari, & Putri, 2014). Based on

the problem mentioned above and relevant research to

make chemistry learning media in the form of an android-

based interactive animation application, it can also be used

as a learning method (mobile learning). Hence, the two

terms discussed in this article are mobility and learning. The

two terms under consideration in this article are therefore

mobility and learning.

On the one hand, "mobility" refers to the technology's

capabilities within the students' physical contexts and

activities as they participate in higher learning institutions.

On the other hand, it refers to the learning process's

activities and the learners' behavior as they use the

technology to learn. It also refers to students' highly mobile

attitudes as they use mobile technology for learning

purposes (El-Hussein & Cronje, 2010; Busran & Yunanda,

2015). The purpose of mobile learning is to make learning

easier for students wherever and whenever they are so that

they are not limited to space, time, and place (Nasution,

2016; Fudholi, 2015). The design of an interactive

animation application for learning chemical elements based

on Android.

2. METHOD

The methodology used in this research is the descriptive

analysis method, which aims to get a clear description of

what is needed. The needs for completing this research are

functional needs and non-functional needs.

The summary of some of these opinions is that a

storyboard is a series of illustrations or images displayed

sequentially containing story ideas to visualize a story in

detail from each scene. Some examples of the design of the

storyboard in this study can be seen in Figure 1 and Figure

Creating the Program Code: Stages in making Chemical

Elements Learning Animation: (1) Defining the problem

by analyzing the problem and then solving the problem

through a program or application based on the need of

view. (2) Planning and system design. At this stage, the

researcher makes a program flowchart to describe the

animation display and program logic. (3) Implementation.

At this stage, the researcher makes program codes using

the Construct 2 programming language. (4)

Documentation Stage. At this stage, the programming code

Figure 1 Storyboard splash screen design

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has reached 80%. Furthermore, documentation or

comments are made on the program. (5) Testing. This stage

tests the unit or program module and tests the program

input. At this stage, the software design is realized as a

series of programs or program units. Then unit testing

involves verification that each program unit meets its

specifications. The test method used is BlackBox Testing.

"Black-Box Testing is testing the software in terms of

functional specifications to find out whether the functions,

inputs, and outputs of the software are by the required

specifications (Rosa & Shalahuddin, 2013). At the test stage

of the program, researchers use Black Box Testing by

testing the program's function, testing the program's

validation, whether the input is by its output. The logic of

the program has been described through flowchart

diagrams. It can be concluded that Black box testing is

testing software by running programs with unknown

internal performance and finding out whether the

functions, inputs, and outputs of the software match the

required specifications.

Support or Maintenance: The support or maintenance stage

can repeat the development process from specification

analysis to existing software changes, but not to create new

software.

3. RESULT AND DISCUSSION

Mobile learning is defined by Clark Quinn (Fujiawati &

Raharja, 2019) as The intersection of mobile computing

and e-learning: accessible resources wherever you are,

robust search capabilities, rich interaction, powerful

support for effective learning, and performance-based

assessment. The mobile learning method is a learning

model that utilizes flexible information and

communication technology in both time and place,

contains many multimedia content features, material

exploration capabilities, multi-interaction, effectiveness,

and performance-based assessments. E-Learning is

independent of location in time or space. Mobile learning

can perhaps be defined as 'any educational provision where

the sole or dominant technologies are handheld or palmtop

devices. This definition may mean that mobile learning

could include mobile phones, smartphones, personal digital

assistants (PDAs), and their peripherals, perhaps tablet PCs

and perhaps laptop PCs, but not desktops in carts and

other similar solutions (Traxler, 2005). The conclusion

from this definition is mobile learning is a learning model

that utilizes information and communication technology.

In the concept of mobile learning, its utilization includes

the availability of teaching materials that can be accessed at

any time and the visualization of exciting material. M-

Learning or Mobile Learning refers to using handheld

devices such as PDAs, smartphones, laptops, and other

information technology devices that will be widely used in

the learning process; this study focused on cell phones

(cellphones) or smartphones (smartphones). The goal is

that the long-life learning process of students/students can

be more active, time-efficient and can increase student

interest in learning with an exciting application.

Cognitive, affective, and psychomotor students are

taught multi-representation learning better than

conventional (Meidayanti, Sunyono, & Tania, 2015). The

use of android-based interactive animation as a learning

medium has changed the learning paradigm, starting from

how a person learns, how to obtain information, and adjust

information. This Android-based interactive animation

learning media also makes it easier for students to

understand and practice to achieve the learning process's

objectives.

The application design results can be explained with

several display samples implemented to explain the basic

learning material and chemical experiments to achieve the

expected objectives.

The application's design has been created and explained

by several display samples that are implemented to explain

Figure 2 Main menu storyboard design

Figure 3 Splash screen view

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necessary learning materials and chemical experiments so

that the expected goal can be achieved.

3.1 Application Display

3.1.1 Splash Screen Display

This display contains a splash screen image for a few

seconds to enter the main menu layout page. The splash

screen display is an initial description of the menu in this

application to get an overview of this application. The

image shown is symbolic of the application. The splash

screen display can be seen in Figure 3.

3.1.2 Main Menu Display

This main menu layout contains (a) a title, (b) a periodic

table button to display the periodic table layout, (c) an

element list button displays the element layout based on a

group from the periodic table, (d) a chemical experiment

button to display animated layout options, (e) a play button

to display game layout menu options such as quizzes and

guess the picture that will be played. Exit button to display

the exit confirmation options. The main menu display can

be seen in Figure 4.

3.1.3 Periodic Table Menu Display

The periodic table menu layout contains the periodic

table where each box contains a picture of each element,

the shape of the periodic table position is landscape. If this

box is selected, it will go to the following layout, which

contains an explanation of the periodic table elements. The

back button functions to return to the main menu layout.

The periodic table menu display can be seen in Figure 5.

3.1.4 Explanation of the Periodic Table Display

In this periodic table, the explanation layout contains

images of the elements selected from the periodic table.

Then there is an explanation of each element selected from

the periodic table. Explanation of drag-drop-shaped

elements can be pulled down and up. The back button

returns to the periodic table menu layout. The periodic

table explanation display can be seen in Figure 6.

3.1.5 Element List Display

The element list layout contains a list of elements based

on the periodic element group, where each box contains an

image of the element based on its respective group. If this

box is selected, it will go to the following layout, which

contains an explanation of the elements. The next button

Figure 4 Main menu view

Figure 5 Periodic table menu view

Figure 6 Periodic table explanation view

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(>>) goes to the other group elements layout. The back

button functions to return to the main layout. The display

of the elements list can be seen in Figure 7.

3.1.6 Chemical Experiment Display

In this chemical experiment menu layout, three

animation buttons can be selected where each animation

has a different animation. Each animation has its animation

characteristics—the back button (<<) functions to return

to the main menu layout. The chemical experiment menu

display can be seen in Figure 8.

3.2 Testing

Testing in this study was conducted to obtain validation

of the application design and its use. Testing on the

application aims to determine whether the application is

running correctly according to its function before the

respondent carries out an assessment. Testing is part of

system development that has been planned and very

systematic to test or evaluate the desired truth of software

quality (Aziz, Setiawan, Khanh, Nurdiyansyah, & Yulianti,

2020). Testing of application designs that are made using

BlackBox testing focuses on the process of program input

and output. Black Box Testing focuses on software's

functional specifications (Mustaqbal, Firdaus, & Rahmadi,

2015). The test results can be seen in Supplementary

Information Table S1 .

Testing of use in its implementation is carried out by

distributing questionnaires to users, namely high school

students with 30 respondents. Ten questions are divided

Figure 7 Element list menu view

Figure 8 Chemical experiment menu view

Table 1 Application view questionnaire answer recapitulation

App View

Strongly Agree

Agree

Disagrees

Very Disagree

Number

Q 1

Q 2

Q 3

Total

Percentage

84.44%

16%

100%

Table 2 Application purpose questionnaire answer recapitulation

Application Objectives

Strongly Agree

Agree

Disagrees

Very Disagree

Number

Q 4

Q 5

Q 6

Q 7

Total

105

120

Percentage

87.50%

11%

100%

Table 3 Recapitulation of user ease questionnaire answers

User Friendly

Strongly Agree

Agree

Disagrees

Very Disagree

Number

Q 8

Q 9

Q 10

Total

Percentage

92.22%

100%

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into three groups of questions: three questions about

Application Views, four questions about Application

Objectives, and three questions about Ease of Use. The

questionnaire results can be seen in Tables 1, 2, 3 and the

graph of the processing results shown in Figure 9.

4. CONCLUSION

From the description of the results and discussion of

research on interactive animation applications and

chemical experiments on an Android-based learning media

with a mobile learning model and its implementation it can

be concluded: (1) This application can be an alternative

solution for learning media, especially for high school

students in learning and understanding the basic material

of chemistry; (2) The features in the interactive animation

application and chemical experiments based on Android

such as the periodic table, list of elements, chemical

experiments, and games are made very interactive, exciting

and user-friendly, (3) Based on the category of the

interactive animation application of elements and chemical

exper iments android-based, it is obtained an average value

of 84.44% strongly agree and 16% agree; This means that

the appearance of the application is considered very good

by the user (4) In the recapitulation of the objective of

interactive animation applications of elements and

chemical experiments based on Android, the average value

of strongly agree is 87.5%, agrees 11%; and disagree 2%,

this means that the objective of the application is

considered good by the user (5) The ease of user

application of interactive animation of elements and

chemical experiments based on Android obtained an

average value of 92.22% strongly agree and 8 % agree, this

means the applications are very user-friendly.

ACKNOWLEDGMENT

Previously, the authors would like to thank all those

who have helped and contributed to this research. In

particular, the authors thank all students of SMA Kemala

Bhayangkari 1 Sungai Raya. In this study, the authors

collected data and information by making direct

observations at SMA Kemala Bhayangkari 1 Sungai Raya,

especially the science department, as the object of research.

The author conducted a question and answer process with

several educators or several authoritative persons related to

this study's material. The data collection process was

carried out by distributing questionnaires to 30

respondents containing ten questions to generate a

conclusion or feedback from the application.

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