ANALISIS PEMAHAMAN KONSEP PESERTA DIDIK TUNANETRA PADA MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT MELALUI PENGGUNAAN APLIKASI CHEMISTRY ACCESS DENGAN PENDEKATAN EXPERIENTIAL LEARNING

EGAVIRANTI INTANA BILQIS, . (2025) ANALISIS PEMAHAMAN KONSEP PESERTA DIDIK TUNANETRA PADA MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT MELALUI PENGGUNAAN APLIKASI CHEMISTRY ACCESS DENGAN PENDEKATAN EXPERIENTIAL LEARNING. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk menganalisis pemahaman konsep peserta didik tunanetra pada materi larutan elektrolit dan non elektrolit melalui penggunaan aplikasi Chemistry Access. Penelitian dilaksanakan di Sekolah Khusus Islam Terpadu Yarfin, Tangerang Selatan, dengan melibatkan 10 peserta didik tunanetra kelas X dan XI yang terdiri dari 2 orang low vision dan 8 orang totally blind. Metode penelitian ini adalah kualitatif dengan metode studi kasus, sedangkan teknik pengumpulan data meliputi observasi, wawancara, jurnal reflektif, dan tes pemahaman konsep. Model pembelajaran yang diterapkan adalah experiential learning yang terdiri atas tahapan concrete experience, reflective observation, abstract conceptualization, dan active experimentation. Hasil penelitian menunjukkan bahwa penggunaan aplikasi Chemistry Access yang dilengkapi fitur talkback, suara, getaran, dan alat peraga dengan huruf Braille mampu meningkatkan pemahaman konsep peserta didik tunanetra. Didapati hasil bahwa 1) sebanyak 60% peserta didik termasuk dalam kategori “paham” dalam indikator “menjelaskan” perbedaan larutan elektrolit dan non elektrolit, 2) sebanyak 70% peserta didik termasuk dalam kategori “paham” dalam indikator “mengelompokkan” jenis larutan, dan 3) sebanyak 70% termasuk dalam kategori “paham” dalam indikator “menarik inferensi” dari hasil pengamatan, dan 4) sebanyak 80% peserta didik termasuk dalam kategori “paham” dalam indikator “membandingkan” ciri-ciri larutan berdasarkan hasil praktikum. Meskipun demikian, masih ditemukan sebagian kecil peserta didik yang mengalami miskonsepsi dalam mengklasifikasikan larutan elektrolit lemah dan non elektrolit. Dengan demikian, dapat disimpulkan bahwa penggunaan aplikasi Chemistry Access dengan pendekatan experiential learning efektif dalam membantu peserta didik tunanetra memahami konsep kimia yang bersifat abstrak melalui kegiatan belajar langsung yang melibatkan indera pendengaran dan peraba.*****This study aims to analyze the understanding of blind students' concepts of electrolyte and non-electrolyte solutions through the use of the Chemistry Access application. The study was conducted at the Yarfin Integrated Islamic Special School in South Tangerang, involving 10 visually impaired students in grades X and XI, comprising 2 students with low vision and 8 students who are totally blind. The research method used was qualitative with a case study approach, while data collection techniques included observation, interviews, reflective journals, and concept understanding tests. The learning model applied was experiential learning, which consists of the stages of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The results of the study showed that the use of the Chemistry Access application, equipped with talkback, sound, vibration, and Braille-labeled props, was able to enhance the conceptual understanding of visually impaired students. The results found that 1) 60% of students were categorized as “understanding” in the indicator “explaining” the difference between electrolyte and non-electrolyte solutions, 2) 70% of students were categorized as ‘understanding’ in the indicator “classifying” types of solutions, and 3) 70% were categorized as “understanding” in the indicator “drawing inferences” from observation results, and 4) 80% of students were categorized as ‘understanding’ in the indicator “comparing” the characteristics of solutions based on practical results. However, a small number of students still exhibited misconceptions in classifying weak electrolyte and non-electrolyte solutions. Therefore, it can be concluded that the use of the Chemistry Access application with an experiential learning approach is effective in helping visually impaired students understand abstract chemical concepts through hands-on learning activities that involve auditory and tactile senses.

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 > Pendidikan Khusus Pendidikan > Media Pembelajaran Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Egaviranti Intana Bilqis .
Date Deposited:	12 Aug 2025 06:33
Last Modified:	12 Aug 2025 06:33
URI:	http://repository.unj.ac.id/id/eprint/60168

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