PENGARUH PEMBELAJARAN BERDIFERENSIASI DENGAN STRATEGI KNOW, UNDERSTAND, DO (KUD) TERHADAP HASIL BELAJAR SISWA PADA MATERI HUKUM DASAR KIMIA

SHAZNIA KUSUMA WARDHANI, . (2026) PENGARUH PEMBELAJARAN BERDIFERENSIASI DENGAN STRATEGI KNOW, UNDERSTAND, DO (KUD) TERHADAP HASIL BELAJAR SISWA PADA MATERI HUKUM DASAR KIMIA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

SHAZNIA KUSUMA WARDHANI. Pengaruh Pembelajaran Berdiferensiasi Dengan Strategi Know, Understand, Do (KUD) Terhadap Hasil Belajar Siswa Pada Materi Hukum Dasar Kimia. Skripsi, Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Jakarta. Juli, 2026. Penelitian ini bertujuan untuk mengetahui perbedaan rerata antara kelompok eksperimen dengan kelompok kontrol pada pembelajaran berdiferensiasi dengan strategi know, understand, do (KUD) terhadap hasil belajar pada materi hukum dasar kimia. Penelitian ini dilaksanakan pada bulan Oktober-November 2025 di SMAN 12 Jakarta. Sebanyak 62 siswa dipilih untuk menjadi sampel. Desain penelitian ini adalah posttest only control group design. Sampel diacak dengan teknik cluster random sampling untuk dijadikan kelas eksperimen dan kelas kontrol. Siswa diberikan angket gaya belajar David Kolb untuk mengidentifikasi gaya belajar siswa. Hasil belajar siswa diperoleh dari posttest hukum dasar kimia sebanyak 15 soal pilihan ganda. Data hasil belajar kelas eksperimen dan kelas kontrol dianalisis dengan uji uji independent t-test. Data hasil belajar kelompok diverger, converger, dan accomodator dianalisis dengan uji independent t-test. Sementara kelompok assimilator dianalisis dengan uji Mann-Whitney U. Berdasarkan hasil penelitian menunjukkan tidak terdapat perbedaan rerata antara kelompok eksperimen dengan kelompok kontrol. Kata Kunci: Pembelajaran berdiferensiasi, strategi pembelajaran know, understand, do (KUD), hasil belajar, hukum dasar kimia. / SHAZNIA KUSUMA WARDHANI. The Effect of Differentiated Learning with the Know, Understand, Do (KUD) Strategy on Student Learning Outcomes in Basic Chemistry Law. Mini Thesis, Chemistry Education Study Program, Faculty of Mathematics and Natural Sciences, Jakarta State University. July, 2026. This study aims to determine the difference in means between the experimental group and the control group in differentiated learning using the Know, Understand, Do (KUD) strategy on learning outcomes in basic chemistry law material. This study was conducted in October-November 2025 at SMAN 12 Jakarta. A total of 62 students were selected as the samples. The research design of this study was a posttest-only control group design. The samples were randomized using a cluster random sampling technique to become the experimental class and the control class. Students were given David Kolb's learning style questionnaire to identify their learning styles. Student learning outcomes were obtained from a posttest on basic chemistry law consisting of 15 multiple-choice questions. Learning outcomes data of the experimental class and the control class were analyzed by the independent t-test. The learning outcome data of the diverger, converger, and accommodator groups were analyzed by the independent t-test, while the assimilator group was analyzed by the Mann-Whitney U test. The research results indicate that there is no difference in the mean between the experimental group and the control group. Keywords: Differentiated learning, know, understand, do (KUD) learning strategy, learning outcomes, fundamental laws of chemistry.

Item Type:	Thesis (Sarjana)
Additional Information:	1) Prof. Dr. Achmad Ridwan, M.Si. 2) Elma Suryani, M.Pd.
Subjects:	Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Shaznia Kusuma Wardhani .
Date Deposited:	05 Aug 2026 04:55
Last Modified:	05 Aug 2026 04:55
URI:	http://repository.unj.ac.id/id/eprint/68546

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