VISUALIZING CRYSTAL STRUCTURES: ADVANCING DIGITAL LITERACY IN DISTANCE LEARNING

Abstract

In the increasingly advanced digital era, distance learning has become crucial at all levels of education, especially due to the impact of the COVID-19 pandemic. While distance learning offers flexibility, it also presents challenges in teaching complex subjects such as crystallography, which require visualization for comprehensive understanding. Consequently, it's important to enhance students' digital literacy. The research objective was to explore the role of technology, specifically Diamond software, in visualizing crystal structures to develop students' digital literacy. The research used a descriptive qualitative approach involving students taking Solid-state physics courses within a distance learning system. Data was gathered through digital literacy tests (pre-test and post-test), interviews, and observations of student interactions with Diamond software, which were then analyzed using thematic analysis. This research also emphasizes the differences between independent and guided learning methods. The research results show that Diamond software significantly enhances students' digital literacy, particularly in technological skills, understanding crystallography concepts, and being ethical about data sources and visualization results. These findings indicate that technology-based learning (3D simulation) with guided learning can effectively promote digital literacy and aid students in comprehending specific concepts (crystal structure) in distance learning, particularly in science education.