PENGEMBANGAN E-MODULASAM-BASA BERWAWASAN LINGKUNGAN BERBASIS CULTURALLY RESPONSIVE TRANSFORMATIVE TEACHING SERTA PENGARUHNYA TERHADAP LITERASI KIMIA DITINJAU DARI CHEMISTRY SELF-EFFICACY

RATNA SARI, . (2026) PENGEMBANGAN E-MODULASAM-BASA BERWAWASAN LINGKUNGAN BERBASIS CULTURALLY RESPONSIVE TRANSFORMATIVE TEACHING SERTA PENGARUHNYA TERHADAP LITERASI KIMIA DITINJAU DARI CHEMISTRY SELF-EFFICACY. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

	Text TESIS FINAL RATNA SARI (1311824014)-1-17.pdf Download (1MB)
	Text TESIS FINAL RATNA SARI (1311824014)-18-30.pdf Download (427kB)
	Text TESIS FINAL RATNA SARI (1311824014)-31-68.pdf Restricted to Registered users only Download (903kB) | Request a copy
	Text TESIS FINAL RATNA SARI (1311824014)-69-98.pdf Restricted to Registered users only Download (627kB) | Request a copy
	Text TESIS FINAL RATNA SARI (1311824014)-99-167.pdf Restricted to Registered users only Download (910kB) | Request a copy
	Text TESIS FINAL RATNA SARI (1311824014)-168-171.pdf Restricted to Registered users only Download (430kB) | Request a copy
	Text TESIS FINAL RATNA SARI (1311824014)-172-185.pdf Download (400kB)
	Text TESIS FINAL RATNA SARI (1311824014)-186-272.pdf Restricted to Registered users only Download (2MB) | Request a copy

Abstract

Penelitian ini bertujuan untuk mengembangkan e-modul asam-basa berwawasan lingkungan berbasis Culturally Responsive Transformative Teaching (CRTT) yang terintegrasi dengan konteks ethnochemistry kuliner Betawi, serta menganalisis pengaruh penggunaannya terhadap literasi kimia siswa ditinjau dari Chemistry Self-Efficacy (CSE). Penelitian menggunakan metode Research and Development dengan model ADDIE, kemudian dilanjutkan dengan pengujian pengaruh menggunakan desain kuasi eksperimen pretest-posttest faktorial 2×2. Subjek penelitian berjumlah 136 siswa kelas XI yang dibagi ke dalam kelompok eksperimen dan kontrol. Kelayakan produk ditentukan melalui validasi ahli materi, bahasa, dan media serta uji coba pada guru dan peserta didik. Data dianalisis secara deskriptif dan inferensial menggunakan two-way ANCOVA dengan skor pretest sebagai kovariat, dilanjutkan dengan uji simple main effects. Hasil penelitian menunjukkan bahwa: (i) e-modul yang dikembangkan valid (Aiken's V = 0,898) dan sangat layak berdasarkan respons guru (97,29%) serta peserta didik (86,18%); (ii) siswa yang belajar menggunakan e-modul berbasis CRTT memperoleh peningkatan literasi kimia yang lebih tinggi (Gain = 26,10) dibandingkan pembelajaran konvensional (Gain = 11,18); (iii) terdapat pengaruh interaksi yang signifikan antara e-modul berbasis CRTT dan CSE terhadap literasi kimia; (iv) pada siswa dengan CSE tinggi, e-modul berbasis CRTT menghasilkan literasi kimia yang lebih tinggi daripada pembelajaran konvensional (ΔM = 23,311); (v) pada siswa dengan CSE rendah, e-modul berbasis CRTT juga memberikan literasi kimia yang lebih tinggi daripada pembelajaran konvensional (ΔM = 7,998); dan (vi) pada kelompok CRTT, siswa dengan CSE tinggi memperoleh literasi kimia yang lebih tinggi dibandingkan siswa dengan CSE rendah. Berdasarkan hasil penelitian, dapat disimpulkan bahwa e-modul berbasis CRTT yang dikembangkan telah memenuhi kriteria layak digunakan dan memberikan pengaruh positif terhadap peningkatan literasi kimia dibandingkan dengan media pembelajaran konvensional, baik pada siswa dengan CSE tinggi maupun rendah, dengan hasil yang lebih tinggi pada kelompok siswa yang memiliki CSE tinggi. Pengintegrasian konteks budaya lokal dan isu lingkungan direkomendasikan sebagai strategi pembelajaran kimia yang lebih kontekstual, reflektif, dan bermakna. ***** This study aimed to develop an environmentally oriented acid–base e-module based on Culturally Responsive Transformative Teaching (CRTT) integrated with the ethnochemistry of Betawi culinary culture and to examine its effect on students' chemical literacy in relation to their Chemistry Self-Efficacy (CSE). The study employed a Research and Development (R&D) method using the ADDIE model, followed by an intervention study using a quasi-experimental pretest–posttest 2 × 2 factorial design. The participants consisted of 136 eleventh-grade students assigned to experimental and control groups. The quality of the developed e-module was evaluated through expert validation in terms of content, language, and media, followed by field testing involving chemistry teachers and students. Data were analyzed using both descriptive statistics and inferential statistics, including two-way Analysis of Covariance (ANCOVA) with pretest scores as the covariate, followed by simple main effects analysis. The results showed that: (i) the developed e-module was valid (Aiken's V = 0.898) and highly feasible based on teachers' (97.29%) and students' (86.18%) responses; (ii) students who learned using the CRTT-based e-module achieved greater gains in chemical literacy (Gain = 26.10) than those receiving conventional instruction (Gain = 11.18); (iii) there was a significant interaction effect between the CRTT-based e-module and CSE on students' chemical literacy; (iv) among students with high CSE, the CRTT-based e-module produced higher chemical literacy than conventional instruction (ΔM = 23.311); (v) among students with low CSE, the CRTT-based e-module also resulted in higher chemical literacy than conventional instruction (ΔM = 7.998); and (vi) within the CRTT group, students with high CSE demonstrated higher chemical literacy than those with low CSE. It can be concluded that the developed CRTT-based e-module met the criteria for instructional feasibility and was effective in improving students' chemical literacy compared with conventional instructional media for both high- and low-CSE students, with greater improvements observed among students with high CSE. The integration of local cultural contexts and environmental issues is therefore recommended as a strategy for promoting more contextual, reflective, and meaningful learning in chemistry.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Agung Purwanto, M.Si. 2). Prof. Dr. Muktiningsih Nurjayadi, M.Si.
Subjects:	Pendidikan > Media Pembelajaran Sains > Kimia
Divisions:	FMIPA > S2 Pendidikan Kimia
Depositing User:	Ratna Sari .
Date Deposited:	13 Aug 2026 04:14
Last Modified:	22 Sep 2026 02:49
URI:	http://repository.unj.ac.id/id/eprint/70302

Actions (login required)

View Item