Utilization of LMS in High Schools to Support Multi-Representational Chemistry Learning: Preliminary Research

Abstract

Multirepresentation aids students in deepening their comprehension of chemistry. In the era of Industry 4.0, it is essential for learners to adopt independent learning using a various of technologies, such as Learning Management Systems (LMS). This study aimed to explore the utilization of LMS in high school settings to bolster multi-representational approaches in teaching chemistry. Involving 45 high school chemistry educators, the research employed a survey research design to gather insights into LMS usage and perceptions. The survey instrument, comprising both open-ended and closed-ended questions, was designed to categorize and analyze responses effectively. Findings revealed that a significant portion (75.6%) of high schools have embraced LMS as a cornerstone of online learning, with 32% among them possessing independent web domains. The versatility of LMS features facilitates adaptable learning environments, as highlighted by respondents. Given the advantages and functionalities of LMS, an overwhelming majority (91.1%) of participants affirmed its capacity to support the delivery of online multi-representational chemistry instruction. Thus, the survey outcomes underscore the pivotal role of LMS not only as a pertinent tool but also as an effective means of enhancing online chemistry education within high school contexts of multi-representational chemistry learning. These results are used for further research on the development of LMS-assisted intertextual learning.