PENGARUH PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP LITERASI KIMIA SISWA SMA PADA MATERI HIDROLISIS GARAM

ADINDA RIZKA TRIANA, . (2026) PENGARUH PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP LITERASI KIMIA SISWA SMA PADA MATERI HIDROLISIS GARAM. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Rendahnya kemampuan literasi kimia siswa menyebabkan siswa mengalami kesulitan dalam menghubungkan konsep kimia dengan fenomena yang terjadi dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan Contextual Teaching and Learning (CTL) terhadap literasi kimia siswa pada materi hidrolisis garam. Penelitian ini menggunakan metode quasi experiment dengan desain pretest-posttest nonequivalent control group design. Sampel penelitian dipilih menggunakan teknik purposive sampling dan terdiri atas kelas XI-3 sebagai kelas eksperimen dan kelas XI-4 sebagai kelas kontrol di salah satu SMA Negeri di Jakarta Timur. Kelas eksperimen diberikan pembelajaran menggunakan pendekatan Contextual Teaching and Learning (CTL), sedangkan kelas kontrol menggunakan model Direct Instruction tanpa menggunakan pendekatan. Instrumen penelitian berupa tes literasi kimia yang telah dinyatakan valid dan reliabel. Data dianalisis menggunakan statistik deskriptif, uji Mann-Whitney U, uji Wilcoxon Signed Rank Test, dan analisis Normalized Gain (N-Gain). Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil posttest kelas eksperimen dan kelas kontrol berdasarkan uji Mann-Whitney dengan nilai signifikansi sebesar 0,000 (< 0,05). Hasil analisis N-Gain menunjukkan bahwa kelas eksperimen memperoleh rata-rata N-Gain sebesar 0,92, sedangkan kelas kontrol memperoleh rata-rata N-Gain sebesar 0,71. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa pendekatan Contextual Teaching and Learning (CTL) berpengaruh dan lebih efektif dalam meningkatkan literasi kimia siswa pada materi hidrolisis garam dibandingkan pembelajaran menggunakan model Direct Instruction. ***** Low levels of students’ chemical literacy may hinder their ability to relate chemical concepts to phenomena encountered in everyday life. This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) approach on students’ chemical literacy in the hydrolysis of salts topic. The study employed a quasi-experimental method using a pretest-posttest nonequivalent control group design. The sample was selected through purposive sampling and consisted of Class XI-3 as the experimental group and Class XI-4 as the control group at one of the State Senior High Schools in East Jakarta. The experimental group was taught using the Contextual Teaching and Learning (CTL) approach, while the control group received instruction through the Direct Instruction model. The research instrument was a chemical literacy test that had been validated and proven reliable. Data were analyzed using descriptive statistics, the Mann–Whitney U test, the Wilcoxon Signed Rank Test, and Normalized Gain (N-Gain) analysis. The results showed a significant difference between the posttest scores of the experimental and control groups, as indicated by the Mann–Whitney U test with a significance value of 0.000 (< 0.05). The N-Gain analysis revealed that the experimental group achieved an average N-Gain score of 0.921, while the control group obtained an average N-Gain score of 0.711. These findings indicate that the Contextual Teaching and Learning (CTL) approach had an effect and was more effective in improving students’ chemical literacy in the hydrolysis of salts topic compared to the Direct Instruction model.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dra. Tritiyatma Hadinugrahaningsih, M.Si. 2). Retno Ayu Puspita, M.Pd.
Subjects:	Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Adinda Rizka Triana .
Date Deposited:	31 Jul 2026 08:27
Last Modified:	31 Jul 2026 08:27
URI:	http://repository.unj.ac.id/id/eprint/67972

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