PEMETAAN DOMAIN KOGNITIF KONTEN SEL VOLTA LEVEL SMA BERDASARKAN TAKSONOMI ANDERSON DAN KRATHWOHL

• Main Author: Ali, Ahmad Musyafa' (Author)
• Format: Book
• Published: 2017.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/30821/1/S_KIM_1206797_Title.pdf; http://repository.upi.edu/30821/2/S_KIM_1206797_Abstract.pdf; http://repository.upi.edu/30821/4/S_KIM_1206797_Table_of_content.pdf; http://repository.upi.edu/30821/3/S_KIM_1206797_Chapter1.pdf; http://repository.upi.edu/30821/5/S_KIM_1206797_Chapter2.pdf; http://repository.upi.edu/30821/6/S_KIM_1206797_Chapter3.pdf; http://repository.upi.edu/30821/7/S_KIM_1206797_Chapter4.pdf; http://repository.upi.edu/30821/8/S_KIM_1206797_Chapter5.pdf; http://repository.upi.edu/30821/9/S_KIM_1206797_Bibliography.pdf; http://repository.upi.edu/30821/10/S_KIM_Appendix.pdf
• Keywords: L Education (General); QD Chemistry

Penelitian ini dilatarbelakangi permasalahan silabus kimia SMA yang belum menjadi acuan yang baik bagi guru dan stake holders dalam mengembangkan perangkat pembelajaran. Tujuan Penelitian ini adalah untuk melakukan pemetaan jenis pengetahuan dan proses kognitif pada konten sel volta level SMA sebagai salah satu komponen dalam silabus. Metode penelitian yang diterapkan adalah deskriptif kualitatif dengan subyek penelitian adalah dosen dan guru Kimia SMA/MA, sedangkan objek penelitian adalah silabus dan bahan ajar kimia SMA/MA baik dalam negeri maupun luar negeri. Temuan penelitian menunjukkan bahwa jenis pengetahuan faktual yang hendaknya disajikan dalam pembelajaran sel volta meliputi pengetahuan terminologi tentang reaksi redoks, sel volta, potensial sel, dan reaksi sel; serta pengetahuan spesifik adalah sel daniel sebagai contoh dari sel volta, tabel data potensial elektrode standar, dan bahan-bahan pembuat jembatan garam. Pengetahuan konseptual tentang prinsip dan generalisasi adalah notasi sel volta, potensial sel, potensial sel standar, potensial elektrode standar, kekuatan relatif reduktor dan oksidator; dan pengetahuan pengetahuan konseptual tentang teori, model, dan struktur adalah fungsi jembatan garam, desain dan cara kerja sel volta, serta sel elektrokimia. Pengetahuan prosedural mengungkap keterampilan khusus tentang menggambar diagram sel volta, menghitung potensial sel standar, menghitung potensial sel, menulis reaksi yang berjalan spontan, dan mengurutkan harga potensial elektrode standar dalam reaksi redoks. Sedangkan untuk pengetahuan prosedural tentang kriteria menentukan kapan harus menggunakan prosedur yang tepat yang diperoleh adalah nilai potensial elektrode standar dalam reaksi redoks, penentuan arah reaksi dari potensial elektrode standar, dan perhitungan gaya gerak listrik sel berdasarkan data potensial reduksi standar. Pengetahuan metakognitif mengungkap kompetensi diri siswa dalam mengoreksi pemikirannya melalui penggunaan tabel refleksi tentang materi yang telah dipelajari. Proses kognitif yang paling dominan dimunculkan secara berurutan yaitu kemampuan memahami (36%), mengingat (32%), menganalisis (16%), menerapkan (14%), dan mengevaluasi (2%), sedangkan kemampuan mencipta (0%) tidak diungkap. Hasil akhir penelitian ini adalah menyediakan informasi tentang pemetaan hubungan jenis pengetahuan dan proses kognitif pada konten sel volta, Kata kunci: Sel Volta, Taksonomi Anderson dan Krathwohl, Silabus Kimia SMA, Bahan Ajar, Proses Kognitif, Jenis Pengetahuan, This research is motivated by the high school chemistry syllabus which has not become a good reference for teachers and stake holders in developing learning tools. The aims of this study is to map the types of knowledge and cognitive processes on the content of voltaic cells high school level as one component in the syllabus. Design of research is qualitative descriptive which the subjects are lecturer and high school chemistry teacher/Madrasah Aliyah, while the object of research were the syllabus and text books of high school chemistry both domestic and abroad. The findings of this study indicate that the types of factual knowledge that should be presented in voltaic cell learning include terminology knowledge about redox reactions, voltaic cells, cell potentials, cell reactions; And specific knowledge of daniel cells as examples of voltaic cells, standard electrode data table potentials, and salt bridge making materials. Conceptual knowledge of principle and generalization is voltaic cell notation, cell potential, standard cell potential, standard electrode potential, relative reducing power and oxidant strength; And knowledge of conceptual knowledge about theories, models, and structures are the functions of salt bridges, the design and workings of voltaic cells, as well as electrochemical cells. The procedural knowledge reveals special skills about drawing voltaic cell diagrams, calculating the standard cell potentials, calculating cell potentials, writing spontaneously running reactions, sorting the potential price of standard electrodes in redox reactions. As for procedural knowledge of criteria determining when to use the exact procedure obtained is the standard electrode potential value in the redox reaction, the determination of the reaction direction of the standard electrode potential, and the calculation of the electromotive force of the cell based on the standard reduction potential data. Metacognitive knowledge reveals the students' self-competence in correcting their thinking through the use of reflection tables about the contents they have learned. The most dominant cognitive processes appear in a sequence that is the ability to understand (36%), remember (34%), analyze (16%), apply (14%), and evaluate (0%), while the ability to create not disclosed. The final result of this study is to provide information on mapping the relationship of knowledge types and cognitive processes on the content of voltaic cells, Keywords: Anderson's Taxonomy and Krathwohl, Voltaic Cells, Text Books, Types of knowledge, Cognitive Process,