Written by: Ferlind

Indonesia, 2026

As we approach Golden Indonesia 2045, it is essential to cultivate a well-informed generation. Unfortunately, many young people today show little interest in science, often perceiving it as boring and confusing. Chemistry, in particular, is a subject that many students find unappealing. This disinterest is further exacerbated by the low literacy rates among the younger generation. According to data from the Organization for Economic Co-operation and Development (OECD), Indonesia ranked 69th out of 80 countries in the 2022 PISA assessment, placing it 12th from the bottom with a total score of 1,108 (Prasastisiwi, 2024).

Data from the 2022 Programme for International Student Assessment (PISA) indicates that Indonesian students' average scores are below the OECD average in three key areas: reading literacy, mathematics, and science. Specifically, Indonesia's science literacy score is 383, compared to the OECD average of 485 (OECD, 2023). This discrepancy can be attributed to various issues in science education that have led to low learning outcomes among Indonesia's youth. One significant problem is the lack of interest in learning science, leading to a diminished desire among young people to engage with the subject. According to Andriani et al. (2022), students often dislike science because it is difficult to understand, leading many to avoid it altogether.

Amid the allure of digital content captivating Indonesia's younger generation, interest in basic science subjects such as chemistry is waning. However, chemistry is fundamental to understanding the world around us, as everything we encounter is made up of chemicals. Generations Z and Alpha, accustomed to visually appealing, entertaining narratives, tend to steer clear of anything perceived as too technical or static.

This trend poses a significant risk. On one hand, young people dedicate hours to consuming visual content, including animations, edits, and video games on platforms such as TikTok, Instagram, and YouTube. According to Sevila et al. (2025), the phenomenon of digital consumption among adolescents includes a variety of activities on social media (such as Instagram, TikTok, X/Twitter, and YouTube) and access to diverse web-based content. These consumption patterns evolve in response to global and local trends that influence each other. On the other hand, we face challenges in engaging them with the scientific principles that underlie the technologies they frequently use. If this trend persists, there may be a talent crisis in crucial chemistry-related fields, such as pharmaceuticals, novel materials, and energy technology.

An innovative approach to science education is to incorporate popular internet culture formats. Scienballs is an innovative science communication method that adapts elements from internet culture into chemistry education. Inspired by Countryballs, an animated series featuring characters based on national flags that use humor to make geopolitics more accessible and engaging, Scienballs employs a similar concept with the potential to enhance understanding in scientific contexts. The Countryballs community gained significant popularity, amassing over 215,000 followers by 2015, and has demonstrated its ability to help people grasp complex topics, including the sociopolitical aspects of science (Procházka, 2016). Building on this foundation, Scienballs utilizes short videos, animations, and visual storytelling to make chemistry more relatable, memorable, and attractive—especially for the younger generation, who will play a crucial role in achieving Golden Indonesia 2045.

Given the problem of low interest in chemistry among the younger generation and the potential of social media, the author proposes an essay titled "Scienballs: Digital Content Innovation as a Booster for Young Generation's Interest in Chemistry" This essay employs a literature-based conceptual analysis, reviewing research on digital learning media, visual learning, and internet meme culture. Literature-based conceptual analysis is a research method that systematically reviews existing literature to define, analyze, and establish key concepts, attributes, and relationships that form a theoretical framework (Foley and Davis, 2017). 

"Scienballs" is derived from the word "science," which means knowledge, and "balls," referring to spherical shapes. When combined, these terms create the concept of "balls of science." This idea is inspired by Countryballs, which features a ball-shaped design corresponding to national flags. In contrast, Scienballs represent chemical elements in a similar ball-shaped form. Like Countryballs, Scienballs include a diverse array of content. Both share a visual characteristic of having pupil-less eyes on each character. 

The main concept behind Scienballs is to visually personify chemical elements. Each "element ball," or Scienball, is designed with colors, facial expressions, and attributes that reflect the properties of that specific element. For instance, Hydrogen (H) could be depicted as a ball featuring a prominent "H" symbol in the center, the number 1 in the upper left corner (indicating its atomic number), and the mass number 1.008 displayed below the symbol.

The Scienballs' visual approach aligns with Dual Coding Theory, proposed by Paivio (2006), which suggests that information is more easily understood and remembered when presented through a combination of verbal and visual representations. People process information through two channels: verbal channels (such as text and sound) and visual channels (nonverbal images like diagrams, pictures, and animations). Therefore, Scienballs provide not only textual chemical symbols and descriptions but also visual characters that enhance information processing in the brain.

This approach can shift the understanding of scientific material from mere memorization to witnessing interactions between elements and their compounds while incorporating detailed descriptions. Scienballs' content can cover a variety of topics, including explanations, descriptions, and properties of elements and chemical molecules. Examples of features that can be analyzed include the number of electrons, protons, and neutrons; mass; periodic properties of elements; boiling and melting points; atomic or molar mass; and the number of particles per mole, molarity, and molality. Additionally, Scienballs can address themes such as bonds between elements, molecules, and ions; reactions involving elements and compounds; structural formulas and Lewis structures of chemical bonds; radioactivity of chemical elements; and calculations involving energy and stoichiometry. This content is designed to be engaging and easy to understand for the audience. 

1. Scienballs Element

The most common representation of scientific concepts is through spherical models known as Scienceballs, which depict chemical elements or ions. Each element ball features a prominent symbol of the element at its center, the atomic number located in the upper left corner, and the mass number displayed beneath the element symbol. For ions, the charge of the element can also be indicated in the upper right corner. The mass number may vary depending on the relative atomic mass (Ar) of the element, which may include variations due to radioactivity, or it may be represented by the standard average Ar. For example, consider the sodium ion (Na+). This model displays the large "Na" symbol in the center, the atomic number "11" in the upper left corner, the mass number "22.990" below the "Na" symbol, and a "+" sign in the upper right corner to indicate the ion's positive charge. 

2. Scienballs Molecule/Substance

Another type of Scienceballs represents molecules composed of more than one element. These representations not only illustrate molecules but can also depict polyatomic ions. Each molecular ball features a large molecular symbol, a relative molecular mass (Mr), and an ionic charge marker. For example, the sulfate ion (SO42-) is represented as a ball with a prominent SO4 symbol. Below this symbol, the relative molecular mass (Mr) of 96 is indicated, while the ionic charge marker of 2- appears in the upper right corner. 

3. Scienballs Complex Substance

Scienceballs represent complex compounds, including nutrients, porphyrins, enzymes, hormones, and hydrocarbon derivatives. Unlike the previous two types, which use symbols and numbers, this type displays the compound’s name in the center of the ball. Examples of Scienceballs include hemoglobin, chlorophyll, and vitamin B1.

The culture of scrolling through social media has become common among young people, particularly Generation Z in Indonesia (Tsani et al., 2025). This habit of constantly browsing through screens for new content enables them to encounter educational material without even realizing it. For instance, Scienballs’ content presents chemistry topics as users scroll through their social media feeds, allowing for early exposure to informal learning.

The positive impact of Scienballs, especially in animation, is significant in sparking initial interest in complex subjects. Animation provides vivid and engaging visualizations that help viewers better understand challenging concepts (Ardian and Munadi, 2016). As noted by Retnawati et al. (2021), animated videos serve as effective teaching aids, creating a fun, interesting, and easily digestible learning atmosphere. Additionally, these videos are accessible anytime and anywhere, making them beneficial for individual learning needs. This aligns with Mayer's Multimedia Learning Theory (2009), which posits that learning is most effective when information is presented through a combination of words, images, and audio. By utilizing animation, text, and music, Scienballs has the potential to enhance conceptual understanding of chemistry more effectively than traditional text-based methods alone.

Moreover, Zulherman et al. (2021) found that using animated videos as a learning medium can boost students' interest in learning and stimulate their desire to explore the material further. Scienballs can serve as a fun "entry point," reducing confusion and fear surrounding chemistry while creating an emotional connection. Additionally, incorporating animated videos into education can significantly improve viewers' memory and cognitive abilities (Kuncoro and Hidayati, 2021). Over time, this content can evolve into valuable resource materials for teachers and self-directed learning tools that spread organically on social media.

Scienballs is closely related to Cognitive Load Theory, which emphasizes the importance of managing cognitive load during the learning process. Complex chemistry topics often overwhelm students' working memory. By simplifying these concepts through character visualizations and light-hearted narratives, Scienballs aids in reducing cognitive load, making information easier to process and understand. This theory is not only theoretical but also highly applicable and relevant across various forms and levels of education (Sweller, 2010).

Animated videos are often enhanced by background music, which increases audience engagement. When Scienballs animated videos include music, it enhances viewers' interest. According to Yazar (2024), music interventions can positively influence cognitive skills, including reading ability, short-term memory, and information processing speed. Moreover, music can promote relaxation and cognitive development simultaneously (Barbaroux et al., 2018). Therefore, music that incorporates particular tones, rhythms, and frequencies can enhance an individual's understanding of complex information.

The Sustainable Development Goals (SDGs) are a global framework adopted by United Nations member states in 2015. Comprising 17 main goals, the SDGs aim to address global challenges such as poverty, inequality, climate change, and sustainable development (Zen, 2025). The implementation of Scienballs, a digital-based learning medium, aligns with efforts to enhance the quality of education as emphasized by UNESCO (2017) and the United Nations (2023). Scienballs contributes to the following SDGs:

1. Goal 4: Quality Education

Scienballs promotes the achievement of SDG Goal 4 by enhancing the quality of education through digital technology tailored to the needs of the digital generation. This innovation aims to improve science learning and address low scientific literacy.

2. Goal 9: Industry, Innovation, and Infrastructure  

Scienballs represents a digital innovation in the education sector, aligning with the growth of technology-driven creative industries. It combines education, technology, and creativity and has the potential to evolve into an edutech startup or educational platform.

Scienballs is a type of digital content featuring personified versions of chemical elements and compounds. Inspired by Countryballs, Scienballs have a distinctive ball character design with pupil-less eyes. There are several types of Scienballs: elemental Scienballs, molecular Scienballs, and complex compound Scienballs. Scienballs have the potential to effectively convey complex information in a lighthearted and entertaining manner. By utilizing scrolling culture and incorporating animations and music, they can enhance understanding of the often challenging subject of chemistry. Furthermore, Scienballs can be packaged into various forms of digital content suitable for publication on social media platforms. Therefore, Scienballs can transform the perception of chemistry from a complicated, overwhelming subject to an engaging, interesting one. This shift can spark curiosity and empathy among younger viewers in Indonesia. The effectiveness of Scienballs can be evaluated through engagement metrics, such as likes, shares, and comments, as well as through viewer perception surveys.

Ultimately, capturing the younger generation's interest in science requires a willingness to enter their world. Scienballs represent an innovative and dynamic approach to compete for the content they consume. It is hoped that any fear and confusion surrounding chemistry will evolve into interest and passion, paving the way for the next generation of Indonesian chemists, researchers, and innovators.