DESAIN DIDAKTIS PEMBELAJARAN KIMIA SEKOLAH MENENGAH ATAS BERBANTUAN LESSON ANALYSIS SEBAGAI SELF-REFLECTION PADA KONSEP KELARUTAN DAN TETAPAN HASIL KALI KELARUTAN

Yuhelman, Nofri (2015) DESAIN DIDAKTIS PEMBELAJARAN KIMIA SEKOLAH MENENGAH ATAS BERBANTUAN LESSON ANALYSIS SEBAGAI SELF-REFLECTION PADA KONSEP KELARUTAN DAN TETAPAN HASIL KALI KELARUTAN. S2 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Penelitian ini didasarkan atas permasalahan kesulitan belajar dan rendahnya pemahaman siswa SMA pada konsep kelarutan dan tetapan hasil kali kelarutan. Tujuan penelitian ini untuk menyusun desain didaktis yang meminimalkan learning obtacles yang ada dan sesuai dengan karakteristik siswa SMA, mengetahui karakteristik respon siswa dan self-reflection guru dengan lesson analysis dari implementasi pada konsep kelarutan dan tetapan hasil kali kelarutan. Metode yang digunakan pada penelitian ini adalah metode kualitatif dengan Didactical Desain Research. Penelitian ini dilakukan di kelas XI IPA2 SMA Laboratorium Percontohan Universitas Pendidikan Indonesia. Teknik pengumpulan data yang digunakan adalah tes, observasi, lesson analysis, wawancara dan dokumentasi. Hasil penelitian didapatkan 4 karakteristik learning obtacle yaitu learning obstacle terkait connection, learning obstacle terkait conceptual, learning obstacle terkait contruction, learning obstacle terkait struktural. Bentuk desain didaktis yang dikembangkan adalah dengan pemberian fenomena yang diikuti dengan percobaan dengan apersepsi yang menggali pengetahuan siswa yang terkait dengan konsep kelarutan dan tetapan hasil kali kelarutan. Desain didaktis disajikan dalam bentuk chapter design dan lesson design yang telah disesuaikan dengan karakteristik siswa kelas XI IPA2 SMA Laboratorium Percontohan Universitas Pendidikan Indonesia. Implementasi dari desain didaktis ini yaitu berkurangnya learning obtacle dan meningkatnya kemampuan siswa yang semula kebanyakan di kategori kemampuan 1, 2 dan setelah implementasi rata-rata meningkat di kategori kemampuan 3, 4. Lesson analysis pertemuan pertama ini lebih mengarah ke sesi klasikal dikelas dengan intrepretasi berpusat pada guru dan siswa bila dibandingkan dengan sesi kolaborasi sedangkan lesson analysis pertemuan kedua lebih mengarah pada interpretasi kolaborasi. Self-reflection yang didapatkan secara umum adalah penekanan pada materi terdahulu yaitu kesetimbangan kimia terutama dalam penulisan reaksi kesetimbangan dibagian apersepsi pembelajaran. Kata-kata Kunci : Desain Didaktis, Lesson Analysis, Learning Obstacle, Self-reflection, Kelarutan dan Tetapan Hasil Kali Kelarutan This study was based on student’s learning obstacle and the student’s low understanding on solubility and solubility constant product concept. The aim of this study is to arrange didactical design for minimalizing identified student’s learning obstacle and based on student’s characteristic, to know characteristic of student response dan teacher’s self reflection through the implementation of lesson analysis on solubility and solubility constant product concept. The method used in this study was qualitative descriptive method with Didactical Desain Research (DDR) approach. This study was conducted on students of grade XI2 at Senior High School Indonesia University of Education (UPI). The data was collected by test, observation, lesson analysis, interview, and documentation. Findings of this study showed the characteristic of student’s learning obstacle; learning obstacle about connection, learning obstacle about conceptual, learning obstacle about contruction, learning obstacle about structural. Didactical design developed in this study was giving phenomenon in experiment activity that explored student’s understanding on solubility and solubility constant product concept. The didactic design was presented on the form of chapter design and lesson design which had been suited with the characteristics of students of grade XI2 in Indonesia University of Education (UPI) Senior High School. The implementation of didactical design showed the decrease of student’s learning obstacles and the increase of students’ understanding which the ability category was at 1, 2 before the implementation and advanced to 3, 4 after the implementation. Lesson analysis on the first meeting tended to be teacher centered learning on classical session and students collaboration on grouping session. Lesson analysis on second lesson meeting tended to be students centered learning on classical session and students collaboration on grouping session. Teacher’s Self-reflection based on lesson analysis was an affirmation on previous concept about chemical equilibrium and chemical equation concept on appperception activity. Keywords: Didactical Design, Lesson Analysis, Teacher’s Self Reflection, Solubility and Solubility Constant Product Concept

Item Type: Skripsi Tesis Atau Disertasi (S2)
Additional Information: No. Panggil: T_KIM_YUH d-2015 Pembimbing : I. Sumar Hendayana : II. Ahmad Mudzakir
Uncontrolled Keywords: Desain Didaktis, Lesson Analysis, Learning Obstacle, Self-reflection, Kelarutan dan Tetapan Hasil Kali Kelarutan
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QD Chemistry
Divisions: Sekolah Pasca Sarjana > Pendidikan IPA S-2
Depositing User: DAM staf
Date Deposited: 01 Apr 2015 07:22
Last Modified: 01 Apr 2015 07:22
URI: http://repository.upi.edu/id/eprint/14264

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