DESAIN DIDAKTIS PEMBELAJARAN ISOLASI GRAFENA UNTUK PENGUATAN VIEW OF NATURE OF SCIENCE AND TECHNOLOGY PESERTA DIDIK SMA

• Main Author: Vivi Seftari, - (Author)
• Format: Book
• Published: 2019-08-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/41274/9/T_KIM_1707703_Title.PDF; http://repository.upi.edu/41274/2/T_KIM_1707703_Chapter%201.pdf; http://repository.upi.edu/41274/4/T_KIM_1707703_Chapter%202.pdf; http://repository.upi.edu/41274/5/T_KIM_1707703_Chapter%203.pdf; http://repository.upi.edu/41274/8/T_KIM_1707703_Chapter%204.pdf; http://repository.upi.edu/41274/6/T_KIM_1707703_Chapter%205.pdf; http://repository.upi.edu/41274/7/T_KIM_1707703_Appendix.PDF
• Keywords: LB1603 Secondary Education. High schools; QD Chemistry

Penelitian ini bertujuan untuk menghasilkan desain pembelajaran grafena untuk penguatan View of Nature of Science and Technology (VNOST) yang sudah tervalidasi. Partisipan penelitian ini adalah 30 orang peserta didik SMA kelas XI MIPA yang telah mempelajari ikatan kimia. Penelitian ini menerapkan metode Didactical Design Research (DDR) yang terdiri dari tiga tahapan, yaitu 1) analisis situasi didaktis sebelum pembelajaran (analisis prospektif), 2) analisis situasi didaktis saat pembelajaran (analisis metapedadidaktik), dan 3) analisis situasi didaktis setelah pembelajaran (analisis retrospektif). Instrumen penelitian adalah tes (tes kemampuan VNOST dan tes pemahaman awal grafena), dan non tes (pedoman wawancara, studi dokumen lembar validasi, serta rekaman video dan audio). Desain didaktis dirancang berdasarkan kemampuan VNOST dan pemahaman awal grafena sebagai hambatan belajar peserta didik. Hasil penelitian analisis situasi didaktis sebelum pembelajaran menunjukkan bahwa kemampuan VNOST peserta didik secara umum dapat dikatakan baik dan peserta didik belum mampu menghubungkan pengetahuan ikatan kimianya dengan konteks grafena. Hasil analisis situasi didaktis saat pembelajaran menunjukkan bahwa respon peserta didik secara umum sesuai dengan prediksi respon peserta didik yang dirancang. Hasil analisis situasi didaktis setelah pembelajaran berdasarkan hasil implementasi menunjukkan desain pembelajaran grafena dapat menjadi salah satu alternatif rancangan pembelajaran yang mampu menguatkan VNOST peserta didik. ;--This study aims to produce learning designs for graphene isolation that has been validated to strengthen View of Nature of Science and Technology (VNOST). The participants of this study were 30 students in 2nd-grade high school who had studied chemical bonds. This study applies the Didactical Design Research (DDR) method which consists of three stages, namely 1) didactic situation analysis before learning (prospective analysis), 2) didactic situation analysis during learning (metapedadidactic analysis), and 3) didactic situation analysis after learning ( retrospective analysis). The research instruments were tests (VNOST ability tests and graphene initial understanding tests), and nontest (interview guidelines, document studies, validation sheet of didactic design, video and audio recordings). Didactic design is designed based on VNOST capabilities and student learning barriers. The results of the didactic situation analysis study before learning showed that the VNOST ability of students, in general, can be said to be good and students have not been able to link the knowledge of their chemical bonds with the graphene context. The results of didactic situation analysis during learning show that students' responses in general, are in accordance with the predicted responses of students designed. The results of the didactic situation analysis after learning based on the results of the implementation show that the learning design of graphene isolation can be an alternative learning design that is able to strengthen students' VNOST.