Chania Kusumawardhani, - (2019) ANALISIS PEMBELAJARAN HIDROLISIS GARAM BERBASIS STUDENT-CENTERED LEARNING UNTUK MENUNJUKKAN KECENDERUNGAN AKTIVITAS BELAJAR SISWA. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk mengetahui segmen dan hubungan antar segmen yang terjadi pada pembelajaran konsep hidrolisis garam serta untuk mengetahui kecenderungan pembelajaran konsep hidrolisis garam berdasarkan hasil Lesson Analysis. Metode penelitian yang digunakan adalah metode kualitatif dengan desain penelitian deskriptif kualitatif. Subjek dalam penelitian ini adalah guru dan siswa SMA kelas XI IPA semester genap tahun ajaran 2018/2019. Instrumen yang digunakan adalah lembar observasi, dokumentasi dan lembar Lesson Analysis model TBLA (Transcript Based Lesson Analysis). Teknik pengumpulan data yang digunakan adalah observasi dan perekaman. Kemudian rekaman tersebut ditranskripkan, baik rekaman video maupun rekaman suara. Hasil transkrip dari dialog pembelajaran ini kemudian dianalisis. Dari hasil analisis terhadap transkrip menggunakan TBLA (Transcript Based Lesson Analysis), diperoleh tujuh segmen pembelajaran. Segmen pertama yaitu menanyakan sifat keasaman larutan garam NaCl, NH4Cl, CH3COONa, dan CH3COONH4; segmen kedua yaitu praktikum untuk mengetahui pH larutan garam; segmen ketiga yaitu berdiskusi mengenai reaksi yang terjadi antara ion-ion garam dengan air yang paralel dengan berdiskusi mengenai jenis kation dan anion asal garam; segmen keempat yaitu menyimpulkan hubungan antara jenis garam dan sifat keasaman larutan garam; segmen kelima yaitu menyimpulkan pengertian hidrolisis garam; segmen keenam yaitu menanyakan kandungan senyawa dalam pasta gigi; dan segmen ketujuh yaitu berdiskusi mengenai mengapa senyawa flourida dapat menetralisir keasaman dalam mulut. Segmen dalam pembelajaran ini saling berhubungan, walaupun terjadi percabangan pada segmen ketiga tetapi pembelajaran menyatu kembali menjadi satu alur pada segmen keempat sampai dengan segmen ketujuh, sehingga pembelajaran ini cukup efektif karena alur pemahaman konsep hidrolisis garam mengalir secara baik dari awal hingga akhir pembelajaran. Sedangkan dari hasil analisis terhadap transkrip menggunakan TBLA (Transcript Based Lesson Analysis) menunjukkan bahwa pembelajaran konsep hidrolisis garam cenderung berpusat pada siswa (student-centered). Pembelajaran ini lebih mengarah pada pembelajaran kolaboratif, karena adanya hubungan saling mendengar dan saling belajar antar siswa.;--This study aims to determine the segment and relationships between segments that occur in learning the concept of salt hydrolysis and determined the tendency of learning the concept of salt hydrolysis based on the results of Lesson Analysis. The research method that used in this study was qualitative method with descriptive qualitative research design. The subjects in this study were the teachers and the science students of class XI academic year of 2018/2019. The instruments that used in this study were observation sheets, documentation and Lesson Analysis sheet of TBLA (Transcript Based Lesson Analysis) model. Data collection techniques used was observation and recording. Then the recording is transcribed, both video recording and voice recording. The results of the transcript of this learning dialogue are analyzed. The results of analysis of the transcripts using TBLA (Transcript Based Lesson Analysis), seven learning segments are obtained. The first segment is asking for the acidity of the saline solution of NaCl, NH4Cl, CH3COONa, and CH3COONH4; the second segment is the practicum to find out the pH of the salt solution; the third segment is discussing the reactions that occur between salt ions and water in parallel with discussing the types of cations and anions from which the salt originates; the fourth segment is concluded the relationship between the type of salt and the acidity of the salt solution; the fifth segment is inferring the definition of salt hydrolysis; the sixth segment is asking about compound content in the toothpaste; and the seventh segment is discussing why fluoride compounds can neutralize acidity in the mouth. The segments in this learning are interconnected, although branching occurs in the third segment, learning reunites into one part in the fourth to the seventh segments. So this learning is quite effective because the flow of understanding of the concept of salt hydrolysis flows well from beginning to end of learning. While the results of analysis of transcripts using TBLA (Transcript Based Lesson Analysis) show that learning the concept of salt hydrolysis tends to be student-centered. This learning leads more to collaborative learning, because of the relationship of mutual listening and mutual learning between students.
| Item Type: | Thesis (S1) |
|---|---|
| Uncontrolled Keywords: | Hidrolisis Garam, Lesson Analysis, Pembelajaran Kolaboratif, Segmen Pembelajaran, Student-Centered Learning, TBLA (Transcript Based Lesson Analysis), Salt Hydrolysis, Lesson Analysis, Collaborative Learning, Learning Segments. |
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QD Chemistry |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Kimia > Program Studi Pendidikan Kimia |
| Depositing User: | Chania Kusumawardhani |
| Date Deposited: | 23 Jul 2020 08:10 |
| Last Modified: | 23 Jul 2020 08:10 |
| URI: | http://repository.upi.edu/id/eprint/40581 |
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