ANALISIS PEMAHAMAN KONSEP PESERTA DIDIK PADA PEMBELAJARAN LAJU REAKSI MELALUI PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING LEARNING (CTL)

DESSY INTAN HARIANI, . (2024) ANALISIS PEMAHAMAN KONSEP PESERTA DIDIK PADA PEMBELAJARAN LAJU REAKSI MELALUI PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING LEARNING (CTL). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

	Text COVER.pdf Download (4MB)
	Text BAB I.pdf Download (647kB)
	Text BAB II.pdf Restricted to Registered users only Download (851kB) | Request a copy
	Text BAB III.pdf Restricted to Registered users only Download (679kB) | Request a copy
	Text BAB IV.pdf Restricted to Registered users only Download (1MB) | Request a copy
	Text BAB V.pdf Restricted to Registered users only Download (518kB) | Request a copy
	Text DAFTAR PUSTAKA.pdf Download (792kB)
	Text LAMPIRAN dan DAFTAR RIWAYAT HIDUP.pdf Restricted to Registered users only Download (3MB) | Request a copy

Abstract

Dessy Intan Hariani. Analisis Pemahaman Konsep Peserta Didik pada Pembelajaran Laju reaksi melalui Penerapan Model Pembelajaran Contextual Teaching Learning (CTL). Skripsi. Jakarta: Program Studi Pendidikan Kimia, Fakultas Matemtaika dan Ilmu Pengetahuan Alam, Universitas Negeri Jakarta, Juli 2024. Penelitian ini bertujuan untuk mendapatkan gambaran pemahaman konsep peserta didik pada pembelajaran laju reaksi melalui penerapan model pembelajaran Contextual Teaching Learning (CTL). Penelitian ini dilaksanakan secara tatap muka pada tahun ajaran 2023/2024 dan melibatkan 33 peserta didik kelas XI KIMIA 1 di SMA Negeri 93 Jakarta. Penelitian ini dilakukan dengan menggunakan metode analisis kualitatif dengan mengumpulkan data melalui tes pemahaman konsep,lembar observasi, reflektif jurnal, wawancara, dan catatan harian guru. Penelitian ini mengamati 7 indikator pemahaman konsep yaitu memjelaskan, membandingkan, menyimpulkan, menklasifikasikan, merangkum, mencontohkan, dan menginterpretasikan. Data pemahaman konsep yang diperoleh pada penelitian ini dikategorikan dalam 4 tingkat yaitu paham, paham sebagian, miskonsepsi, dan tidak paham. Model pembelajaran Contextual Teaching Learning (CTL) dilaksanakan dalam 7 tahap yaitu constructivism, inquiry, questioning, learning cummunity, modelling, reflection, dan authentic assessment. Hasil penelitian secara keseluruhan menunjukkan bahwa pemahaman konsep peserta didik berada pada tingkatan yang beragam, adapun tingkat pemahaman persentasi tertinggi terdapat pada kategori paham dengan aspek membandingkan sebanyak 84,84%, untuk kategori paham sebagian terbanyak pada aspek menyimpulkan, selanjutnya pada kategori miskonsepsi pada aspek merangkum sebanyak 9,09%, dan kategori tidak paham pada aspek menginterpretasikan sebanyak 9,09%.. Penerapan model Contextual Teaching Learning (CTL) pada pembelajaran laju reaksi dapat memudahkan peserta didik dalam memahami materi yang dipelajari. Peserta didik menjadi lebih aktif dalam kegiatn pembelajaran ketika diterapkan model pembelajaran Contextual Teaching Learning (CTL). Kata kunci: Pemahaman konsep, laju reaksi, Contextual Teaching Learning ***** Dessy Intan Hariani. Analysis of Students Conceptual Understanding in Learning Reaction Rate through the Application of Contextual Teaching Learning (CTL) Model. Thesis. Jakarta: Chemistry Education Study Program, Faculty of Mathematics and Natural Sciences, State University of Jakarta, July 2024. This study aims to obtain an overview of students conceptual understanding in learning reaction rates through the application of the Contextual Teaching Learning (CTL) learning model. This study was conducted face-to-face in the 2023/2024 academic year and involved 33 students of class XI Chemistry 1 at SMA Negeri 93 Jakarta. This study was conducted using a qualitative analysis method by collecting data through conceptual understanding tests, observation sheets, reflective journals, interviews, and teacher diaries. This study observed 7 indicators of conceptual understanding, namely explaining, comparing, concluding, classifying, summarizing, exemplifying, and interpreting. The conceptual understanding data obtained in this study were categorized into 4 levels, namely understanding, partial understanding, misconceptions, and not understanding. The Contextual Teaching Learning (CTL) learning model was implemented in 7 stages, namely constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. The overall results of the study showed that students' conceptual understanding was at various levels, namely in the understanding category, the highest level of understanding percentage is in the understanding category with the comparing aspect as much as 84.84%, for the partially understanding category the largest is in the concluding aspect, then in the misconception category in the summarizing aspect as much as 9.09%, and the not understanding category in the interpreting aspect as much as 9.09%.. The application of the Contextual Teaching Learning (CTL) model to reaction rate learning can make it easier for students to understand the material being studied. Students become more active in learning activities when the Contextual Teaching Learning (CTL) learning model is applied. Keywords: Concept understanding, reaction rate, Contextual Teaching Learning

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Maria Paristiowati, M.Si. ; 2). Irwan Saputra, M.Si.,Ph.D.
Subjects:	Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Users 24256 not found.
Date Deposited:	06 Aug 2024 04:47
Last Modified:	06 Aug 2024 04:47
URI:	http://repository.unj.ac.id/id/eprint/48740

Actions (login required)

View Item