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Chemistry Teachers’ Awareness, Understanding, and Confidence toward Computational Tools for Molecular Visualization

Jurnal Pendidikan IPA Indonesia · Vol. 8 No. 4 (2019) · pp. 436–446

DOI
10.15294/jpii.v8i4.21437
ISSN
2089-4392, 2339-1286
Published
2019-12-31
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Recent advances in cheminformatics and bioinformatics research have generated software and computational tools for molecular modeling and visualization that can be incorporated to improve chemistry teaching and learning in high school. Nevertheless, there have never been any study simultaneously reporting chemistry teachers’ awareness, understanding, and confidence toward contemporary computer-aided molecular modeling and visualization tools. This study examined 32 high school chemistry teachers’ knowledge, understanding and confidence toward nine new computational programs on molecular modeling and visualization namely ChemDraw, HyperChem, UCSF Chimera, Marvin Sketch, PsiPred, MBC (PS2), Rampage, Vienna RNA Package and Mode RNA following two days of professional workshop-based training. After completing the training and assessments, the teachers showed an enhancement in awareness, understanding, and confidence toward those nine computational programs. Intensive activities consisting of theoretical lectures, hands-on practices, assignments, and case study presentations seem to provide valuable resources to the increase in teachers’ knowledge, understanding, and skill that incorporates computational technology. Hence, the impact of this research pointed toward the value of teachers’ professional development that creates a platform to reduce the barriers of access, resources, knowledge, and skills. This study is expected to help improving teachers’ awareness, understanding, and confidence necessarily required for further implementation of available technology for instructional purposes.Â

Keywords

Collaboration network of the authors

4 authors · 6 co-authorship links · 2 across different organisations

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  • University of Nusa Cendana
  • Indonesia International Institute for Life Sciences
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Chemistry Teachers’ Awareness, Understanding, and Confidence toward Computational Tools for Molecular Visualization</dc:title>
	<dc:creator>Saudale, F. Z.</dc:creator>
	<dc:creator>Lerrick, R. I.</dc:creator>
	<dc:creator>Parikesit, A. A.</dc:creator>
	<dc:creator>Mariti, F.</dc:creator>
	<dc:subject xml:lang="en-US">chemistry, computational, modeling, teacher, visualization</dc:subject>
	<dc:description xml:lang="en-US">Recent advances in cheminformatics and bioinformatics research have generated software and computational tools for molecular modeling and visualization that can be incorporated to improve chemistry teaching and learning in high school. Nevertheless, there have never been any study simultaneously reporting chemistry teachers’ awareness, understanding, and confidence toward contemporary computer-aided molecular modeling and visualization tools. This study examined 32 high school chemistry teachers’ knowledge, understanding and confidence toward nine new computational programs on molecular modeling and visualization namely ChemDraw, HyperChem, UCSF Chimera, Marvin Sketch, PsiPred, MBC (PS2), Rampage, Vienna RNA Package and Mode RNA following two days of professional workshop-based training.  After completing the training and assessments, the teachers showed an enhancement in awareness, understanding, and confidence toward those nine computational programs. Intensive activities consisting of theoretical lectures, hands-on practices, assignments, and case study presentations seem to provide valuable resources to the increase in teachers’ knowledge, understanding, and skill that incorporates computational technology. Hence, the impact of this research pointed toward the value of teachers’ professional development that creates a platform to reduce the barriers of access, resources, knowledge, and skills. This study is expected to help improving teachers’ awareness, understanding, and confidence necessarily required for further implementation of available technology for instructional purposes. </dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">the study waDirectorate of Research and Community Service, Directorate General of Research and Development Strengthening, Ministry of Research Technology and Higher Education of the Republic of Indonesia</dc:contributor>
	<dc:date>2019-12-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/21437</dc:identifier>
	<dc:identifier>10.15294/jpii.v8i4.21437</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 8, No 4 (2019): December 2019; 436-446</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v8i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/21437/9959</dc:relation>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/21437/4926</dc:relation>
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	<dc:rights xml:lang="en-US">Copyright (c) 2019 Jurnal Pendidikan IPA Indonesia</dc:rights>
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