ANALISIS PEMBELAJARAN KESETIMBANGAN KIMIA SMA UNTUK MENUNJUKKAN KECENDERUNGAN STUDENT-CENTERED LEARNING

• Main Author: Khoerunnisa (Author)
• Format: Book
• Published: 2018-07-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/38405/1/S_KIM_1403687_Title.pdf; http://repository.upi.edu/38405/2/S_KIM_1403687_Abstract.pdf; http://repository.upi.edu/38405/3/S_KIM_1403687_Table_of_content.pdf; http://repository.upi.edu/38405/4/S_KIM_1403687_Chapter1.pdf; http://repository.upi.edu/38405/5/S_KIM_1403687_Chapter2.pdf; http://repository.upi.edu/38405/6/S_KIM_1403687_Chapter3.pdf; http://repository.upi.edu/38405/7/S_KIM_1403687_Chapter4.pdf; http://repository.upi.edu/38405/8/S_KIM_1403687_Chapter5.pdf; http://repository.upi.edu/38405/9/S_KIM_1403687_Bibliography.pdf; http://repository.upi.edu/38405/10/S_KIM_1403687_Appendix.pdf
• Keywords: QD Chemistry

Penelitian ini bertujuan untukmengetahui kategori hasil dari Lesson Analysis yang telah dilakukan dan mengetahui adanya kecenderungan pembelajaran konsep kesetimbangan kimia berdasarkan hasil Lesson Analysis. Metode penelitian yang digunakan adalah metode kualitatif dan dengan desain penelitian kualitatif deskriptif.Penelitian ini melalui tahapan observasi menggunakan Lesson analysis terhadap implementasi pembelajaran Student-Centered Learning.Subjek dalam penelitian ini adalah peserta didik kelas XI semester genap tahun ajaran 2017/2018. Instrumen yang digunakan diantaranya lembar observasi, dokumentasi dan lembar Lesson Analysis model Hendayana. Pengolahan data hasil penelitian menggunakan interpretasi kategori Hendayana's framework.Hasil analisis transkrip dialog berbantuan lesson analysis pembelajaran pertama konsep kesetimbangan kimia diperoleh 533 step terdiri dari 209 step pada sesi klasikal dan 324 pada sesi kelompok dengan munculnya kategori yang mengindikasikan pembelajaran berpusat pada guru (Teacher-Centered) yaitu G (3%), Ya/Tidak (0%), PK (5%), BC1 (1%), MP (1%), TD (0%), TK (3%), LJ (2%), PM (1%). Sedangkan dari hasil analisis transkrip dialog berbantuan lesson analysis pembelajaran kedua konsep kesetimbangan kimia diperoleh 657 step terdiri dari 284 step pada sesi klasikal dan 373 step pada sesi kelompokdengan munculnya kategori G (1%), Ya/Tidak (0%), PK (4%), BC1 (0%), MP (1%), TD (4%), TK (0%), LJ (2%), PM (1%). Hasil kategorisasi menggunakanlesson analysispada pembelajaran pertama konsep kesetimbangan kimia pembelajaran cenderung berpusat pada guru (Teacher-Centered). Sedangkan hasil kategorisasi menggunakanlesson analysispada pembelajaran kedua konsep kesetimbangan kimia terjadi perubahan yang menunjukkan bahwa pembelajaran mulai berpusat pada siswa (Student-Centered).;--- This study aims to determine the categories of results of Lesson Analysis that have been done and to know the tendency of learning the concept of chemical equilibrium based on the results of Lesson Analysis. The research method used is qualitative method and descriptive qualitative research design. This research through the observation stage uses Lesson analysis on the implementation of Student-Centered Learning. Subjects in this study were students of class XI even semester 2017/2018 school year. The instruments used include observation sheets, documentation and Hendayana model Lesson Analysis sheets. Processing of research results using interpretation of the Hendayana's framework category. The results of the dialogue transcript analysis assisted with lesson learning learning first the chemical equilibrium concept was obtained 533 steps consisting of 209 steps in the classical session and 324 in the group session with the emergence of categories that indicated teacher-centered learning, namely G (3%), Yes / No (0%), PK (5%), BC1 (1%), MP (1%), TD (0%), TK (3%), LJ (2%), PM (1%). Whereas from the results of the dialogue transcript analysis assisted learning lesson analysis both concepts of chemical equilibrium obtained 657 steps consisting of 284 steps in the classical session and 373 steps in the group session with the emergence of the category G (1%), Yes / No (0%), PK (4 %), BC1 (0%), MP (1%), TD (4%), TK (0%), LJ (2%), PM (1%). The results of categorization using lesson analysis in the first learning chemical equilibrium concepts of learning tend to be teacher-centered. While the results of categorization using lesson analysis on the learning of the two concepts of chemical equilibrium occur changes that indicate that learning begins to focus on students (Student-Centered).