DESAIN DIDAKTIS PADA PEMBELAJARAN TATA NAMA SENYAWA ANORGANIK DAN ORGANIK SEDERHANA BERBANTUAN LESSON ANALYSIS SEBAGAI SELF-REFLECTION GURU DI SEKOLAH MENENGAH ATAS (SMA

Saputra, Bayu (2015) DESAIN DIDAKTIS PADA PEMBELAJARAN TATA NAMA SENYAWA ANORGANIK DAN ORGANIK SEDERHANA BERBANTUAN LESSON ANALYSIS SEBAGAI SELF-REFLECTION GURU DI SEKOLAH MENENGAH ATAS (SMA. S2 thesis, Universitas Pendidikan Indonesia.

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

Abstract

Tujuan penelitian ini adalah mengembangkan desain didaktis untuk meminimalisir hambatan belajar siswa, memperoleh lesson analysis sebagai self refclection guru dan desain didaktis revisi berdasarkan hasil temuan pada materi tata nama senyawa anorganik dan organik sederhana. Metode penelitian ini adalah kualitatif deskriptif dengan subjek penelitian adalah 30 siswa kelas XI, 30 siswa kelas X dan guru. Hasil temuan menunjukkan karakteristik hambatan belajar siswa pada tata nama senyawa anorganik dan organik sederhana yaitu siswa mengalami kesukaran menuliskan tata nama senyawa biner ionik, biner kovalen, asam, basa, poliatomik, dan senyawa yang melibatkan unsur transisi. Desain didaktis dibuat berdasarkan hambatan belajar siswa, berupa chapter design dan lesson design dilengkapi dengan prediksi respon siswa dan antisipasi guru. Setelah implementasi desain didaktis, hambatan belajar yang teridentifikasi telah berkurang, kecuali penulisan nama senyawa poliatomik. Selanjutnya diperoleh refleksi diri guru berdasarkan lesson analysis antara lain tambahan variasi soal, manajemen waktu dan penguatan konsep tata nama senyawa yang melibatkan unsur transisi. Berdasarkan aspek-aspek tersebut diperoleh suatu desain didaktis revisi pada tata nama senyawa anorganik dan organik sederhana dari hasil temuan penelitian. Kata Kunci: Desain Didaktis, Hambatan belajar, Lesson Analysis, refleksi diri guru, Tata nama senyawa anorganik dan organik sederhana. This study aims for developing didactical design in order to decrease learning obstacle, to make lesson analysis as teacher’s sefl reflection and revision didactical design based on findings of nomernclature of simple inorganic and organic compounds. This study used descriptive qualitative method. The subjects are 30 students of grade XI, 30 students of grade X and a teacher. It was found that characteristics of students’ learning obstacle on nomenclature of simple inorganic and organic compounds are have difficulty to give ionic, covalent, polyatomic and oxidation state nomenclature. Didactical design which is designed based on students’ learning obstacle is stated in the form of chapter design and lesson design including students’ responses prediction and teacher’s anticipation. After the implementation of didactical design, students’ learning obstacle have been decreased, except for nomenclature of poliatomic compounds. Further, teacher’s selft reflection based on lesson analysis are additional variations of tasks, time management, and strengthening the concept of nomenclature which involves an element of transition or oxidation state. Based on these aspects, the revision of didactical design simple inorganic and organic compounds nomenclature was the developed. Keywords: Didactical Design, Lesson Analysis, Teacher’s Self Reflection, Nomenclature of Simple Inorganic and Organic Compounds

Item Type: Skripsi Tesis Atau Disertasi (S2)
Additional Information: No. Panggil: S_KIM_SAP d-2015; Pembimbing : I. Asep Supriatna, II.Hernani
Uncontrolled Keywords: Desain Didaktis, Hambatan belajar, Lesson Analysis, refleksi diri guru, Tata nama senyawa anorganik dan organik sederhana.
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 Kimia S-2
Depositing User: Mr. Cahya Mulyana
Date Deposited: 14 Nov 2016 03:10
Last Modified: 14 Nov 2016 03:10
URI: http://repository.upi.edu/id/eprint/22363

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