This research was conducted by using a CTL approach in a general chemistry subject which is one of the compulsory subjects in Biology Education Program of Tarbiyah Faculty UIN Ar-Raniry. The Contextual Teaching and Learning (CTL) approach is an approach that links the learning materials with the real-world environment. The subject is closely related to the environment, so it will be very easy to learn when involve examples in everyday life. General chemistry is a subject that being studied in almost every science course. The results showed: (1) the ability chemical problem solving in MAN Ulim Pidie Jaya was increased from the average of 43 pre-test to 73 in post-test result this means that the teaching materials based on multi level representation used can train the ability to solve problem the solution, (2) the profile of students' ability movement during the learning process using teaching materials based on multi level representation increased at one to three meetings, this happened because the fourth meeting material characteristic was more complex, (3) based on student response to the using of teaching materials based on multi level representation was very helpful in training solve chemical problems of solution. The data were obtained them analyzed descriptively. Instruments used consist of observation sheets, note sheets of learning constraints, assessment and problem solving and representation sheets, and student response questionnaires. Implementation was carried out by using one-group pre-test design and post-test design. The study was conducted for four months through two stages namely: (1) observasion, (2) implementation. Type this of research was quasi experiment which was tested in MAN Pidie Jaya. The teaching material contained of macroscopic, symbolic, and submicroscopic levels. The aim of the study was to obtain the information related to the influence of the use of teaching materials based on multi-level representation of the ability to solve the problem of solution materials of MAN students in Pidie Jaya. Obeservation results indicated that students have difficulty of explaining chemical phenomena in league level representations (macroscopic, symbolic, and submicroscopic levels). Berdasarkan hasil progress penelitian yang telah dilaksanakan dapat dikatakan bahwa desain pembelajaran yang dikembangkan dapat membuat peserta didik lebih teliti, terampil dalam menjelaskan konsep kimia, dan sentitif terhadap fenomena kimia. Data kuanitatif terdiri atas (a) data hasil validasi desain yang dikembangkan dan (b) data hasil belejar setelah pendampingan implementasi di dalam kelas, sedangkan data yang dianalisis secara kualitatif, yaitu (a) hasil pendampinga nmendesain pembelajaran, (b) hasil pendampingan implementasi di dalam kelas. Data yang diperoleh dianalisis menggunakan deskripsi kuantitatif dan kualitatif. Instrumen yang digunakan untuk mengumpulkan data terdiri atas lembar validasi, lembar pengamatan pendampingan, lembar pengamatan keterlaksanaan pembelajaran yang dikembangkan, dan tes hasil belajar. Prosedur tersebut dirancang untuk melatih peserta didik menganalisis dan menjelaskan konsep. Desain pembelajaran ini, di dalam implementasinya, menggunakan prosedur spesifik, yaitu parafrase, elaborasi, latihan rutin dan nonrutin, dan cek kembali. Tujuan penelitian adalah mendesain pembelajaran kimia inovatif dengan melibatkan tiga level representasi kimia. Berdasarkan fakta di atas peneliti melakukan pengabdian berbasis riset yang dibiayai oleh DIKTIS tahun anggaran 2018. Fakta tersebut diperoleh dari hasil pendampingan yang dilakukan oleh Prodi Pendidikan Kimia Fakultas Tarbiyah dan Keguruan dengan Madrasyah Aliyah Negeri yang menjadibinaan UIN Ar-raniry Banda Aceh. Kemampuan peserta didik menjelaskan contoh konsep sangat kurang.
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