ANALISIS LITERASI KIMIA PESERTA DIDIK MELALUI MODEL CULTURALLY RESPONSIVE TRANSFORMATIVE TEACHING PADA MATERI HIDROLISIS GARAM

SAFINA FIRDAUS, . (2025) ANALISIS LITERASI KIMIA PESERTA DIDIK MELALUI MODEL CULTURALLY RESPONSIVE TRANSFORMATIVE TEACHING PADA MATERI HIDROLISIS GARAM. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk memperoleh profil literasi kimia peserta didik melalui model pembelajaran Culturally Responsive Transformative Teaching (CRTT) pada materi hidrolisis garam. Penelitian dilaksanakan di SMA Negeri 38 Jakarta pada semester genap tahun ajaran 2024/2025 dengan partisipan penelitian terdiri dari 35 peserta didik kelas XI-3. Penelitian dilakukan dengan menggunakan metode analisis kualitatif dengan mengumpulkan data melalui observasi, reflektif jurnal, wawancara, dan tes literasi kimia. Model pembelajaran Culturally Responsive Transformative Teaching (CRTT) dilakukan melalui lima tahapan pembelajaran, yaitu self-identification, cultural understanding, collaboration, critical reflective thinking, dan transformative construction. Aspek literasi kimia peserta didik yang digunakan pada penelitian ini mengacu pada Shwartz et al. (2006), yang terdiri dari general scientific ideas, characteristics of chemistry, chemistry in context, high order learning skills, dan affective aspects. Hasil penelitian menunjukkan bahwa pencapaian profil literasi kimia secara keseluruhan berada pada kategori sangat baik sebesar 22,86%, diikuti oleh kategori baik sebesar 37,14%, dan kategori cukup sebesar 31,43%. Sementara itu, terdapat sebagian kecil peserta didik yang masih berada pada kategori kurang baik sebesar 5,71% dan sangat kurang baik sebesar 2,86%. Materi hidrolisis garam yang dipelajari melalui model CRTT pada penelitian ini memberikan kesempatan kepada peserta didik untuk mengembangkan literasi kimia berbasis budaya lokal, keterlibatan kolaboratif, dan refleksi kritis, sehingga profil literasi kimia peserta didik menjadi lebih kontekstual, bermakna, dan aplikatif. ***** This research aims to obtain the chemical literacy profile of students through the implementation of the Culturally Responsive Transformative Teaching (CRTT) model on the topic of salt hydrolysis. The research was conducted at SMA Negeri 38 Jakarta during the even semester of the 2024/2025 academic year, involving 35 students from class XI-3. A qualitative analysis method was employed, involving the collection of data through classroom observation, reflective journals, interviews, and chemical literacy tests. The Culturally Responsive Transformative Teaching (CRTT) model was implemented through five instructional phases: self-identification, cultural understanding, collaboration, critical reflective thinking, and transformative construction. The chemical literacy aspects used in this research refer to the framework developed by Shwartz et al. (2006), which encompasses general scientific ideas, characteristics of chemistry, chemistry in context, higher-order learning skills, and affective aspects. The results show that the overall chemical literacy profile of students is categorized as very good (22.86%), good (37.14%), and sufficient (31.43%), with a small portion of students categorized as poor (5.71%) and very poor (2.86%). The salt hydrolysis topic, presented through the CRTT model, provided students with opportunities to develop culturally grounded chemical literacy, collaborative engagement, and critical reflection, resulting in a more contextualized, meaningful, and applicable understanding of science.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Yuli Rahmawati, M.Sc., Ph.D. ; 2). Elma Suryani, M.Pd.
Subjects:	Karya Umum > Karya Tulis Perguruan TInggi Pendidikan > Evaluasi Pendidikan Pendidikan > Penelitian Tindakan Kelas > Pendidikan Dasar dan Menengah Sains > Sains, Ilmu Pengetahuan Alam Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Safina Firdaus .
Date Deposited:	19 Aug 2025 06:26
Last Modified:	19 Aug 2025 06:26
URI:	http://repository.unj.ac.id/id/eprint/61611

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