ANALISIS PERSEPSI PESERTA DIDIK TERHADAP LINGKUNGAN PEMBELAJARAN KIMIA DENGAN MENGGUNAKAN PEMBELAJARAN DIFERENSIASI

MUTIA PRATIWI, . (2024) ANALISIS PERSEPSI PESERTA DIDIK TERHADAP LINGKUNGAN PEMBELAJARAN KIMIA DENGAN MENGGUNAKAN PEMBELAJARAN DIFERENSIASI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk memperoleh gambaran mengenai persepsi peserta didik terhadap lingkungan pembelajaran kimia dengan menggunakan pembelajaran diferensiasi. Metode penelitian yang digunakan adalah metode campuran. Penelitian dilaksanakan pada semester genap tahun ajaran 2023/2024 di kelas XI-6 SMA Negeri 81 Jakarta dengan melibatkan 34 peserta didik. Data penelitian dikumpulkan dari lembar observasi, reflektif jurnal, wawancara, dan kuesioner mengenai persepsi peserta didik terhadap lingkungan pembelajaran kimia dengan menggunakan pembelajaran diferensiasi yang diadaptasi dari instrumen Cai dkk (2021). Persepsi perserta didik diperoleh dari instrumen New What is Happening in this Class? (NWIHIC). Instrumen ini terdiri dari dua gabungan instrumen mengenai persepsi peserta didik terhadap lingkungan pembelajaran dan pembelajaran diferensiasi. Data yang diperoleh dianalisis menggunakan uji Wilcoxon Signed Rank Test. Hasil dari uji Wilcoxon Signed Rank Test menunjukkan bahwa terdapat perbedaan yang signifikan dari hasil pretest dan posttest pada persepsi peserta didik terhadap lingkungan kimia dengan menggunakan pembelajaran diferensiasi yaitu dengan signifikansi p-value lebih kecil dari 0,025 (p-value; 0,000 < 0,025). Penerapan kegiatan pembelajaran pada penelitian ini menggunakan dua model pembelajaran yaitu structured inquiry learning dan Team Assisted Individualization (TAI). Secara keseluruhan peserta didik menyatakan persepsi positif tentang lingkungan pembelajaran diferensiasi dengan sub-dimensi Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Cooperation, Equity, Output=Input, dan Differentiated Instruction yang tampaknya memengaruhi persepsi peserta didik terhadap lingkungan pembelajaran diferensiasi yang terjadi di dalam kelas. Kesimpulan yang dapat ditarik dari penelitian ini yaitu penerapan pembelajaran diferensiasi memberikan dampak/pandangan positif terhadap lingkungan pembelajaran kimia dengan menggunakan pembelajaran diferensiasi. Kata Kunci: Persepsi Peserta Didik, Lingkungan Pembelajaran, Pembelajaran Diferensiasi ***** This study aims to obtain an overview of students' perceptions of the chemistry learning environment using differentiated learning. The research method used is mixed method. The research was conducted in the even semester of the 2023/2024 academic year in class XI-6 SMA Negeri 81 Jakarta involving 34 students. Research data were collected from observation sheets, reflective journals, interviews, and questionnaires regarding students' perceptions of the chemistry learning environment using differentiated learning adapted from the Cai et al.(2021) instrument. Learners' perceptions were obtained from the New What is Happening in this Class? (NWIHIC) instrument. This instrument consists of two combined instruments regarding students' perceptions of the learning environment and differentiated learning. The data obtained were analyzed using Wilcoxon Signed Rank Test. The results of the Wilcoxon Signed Rank Test showed that there was a significant difference from the pretest and posttest results on students' perceptions of the chemical environment using differentiated learning, namely with a significance p-value smaller than 0.025 (p-value; 0.000 < 0.025). The implementation of learning activities in this study used two learning models, namely structured inquiry learning and Team Assisted Individualization (TAI). Overall, learners expressed positive perceptions about the differentiated learning environment with the sub-dimensions of Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Cooperation, Equity, Output=Input, and Differentiated Instruction which seem to influence learners' perceptions of the differentiated learning environment that occurs in the classroom. The conclusion that can be drawn from this research is that the application of differentiated learning provides a positive impact of the chemistry learning environment using differentiated learning. Keywords : Learner Perception, Learning Environment, Differentiated Learning

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Yuli Rahmawati, M.Sc., Ph.D. 2). Edith Allanas, M.Pd.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Users 24154 not found.
Date Deposited:	30 Jul 2024 04:31
Last Modified:	30 Jul 2024 04:31
URI:	http://repository.unj.ac.id/id/eprint/47328

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