PENGEMBANGAN STRATEGI PEMBELAJARAN INTERTEKSTUAL DENGAN POGIL PADA SUBMATERI PENGARUH KONSENTRASI DAN SUHU TERHADAP LAJU REAKSI YANG BERPOTENSI MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN PROSES SAINS SISWA - Rizke Pratiwi Ismania Puteri, - (2021)
Terdapat banyak miskonsepsi yang terjadi karena kurangnya pemahaman siswa terhadap ketiga level representasi kimia. Di sisi lain, ditemukan bahwa keterampilan proses sains siswa masih sangat rendah. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan strategi pembelajaran intertekstual dengan POGIL (Process Oriented Guided Inquiry Learning) pada submateri pengaruh konsentrasi dan suhu terhadap laju reaksi yang berpotensi meningkatkan penguasaan konsep dan keterampilan proses sains siswa. Metode yang digunakan dalam penelitian ini adalah Research & Development (R&D) yang dibatasi hingga tahap pengembangan produk awal. Instrumen yang digunakan berupa format kesesuaian antara indikator penguasaan konsep dengan kompetensi dasar pengetahuan dan deskripsi konsep dengan indikator penguasaan konsep, kesesuaian indikator keterampilan proses sains dengan kompetensi dasar keterampilan dan deskripsi keterampilan proses sains dengan indikator keterampilan proses sains serta kesesuaian kegiatan pembelajaran dengan indikator penguasaan konsep dan indikator keterampilan proses sains. Dalam proses pengembangan strategi pembelajaran dilakukan validasi oleh empat orang ahli pedagogi kimia, dua orang ahli kimia, dan dua orang praktisi kimia. Berdasarkan hasil validasi, seluruh indikator penguasaan konsep dinyatakan valid dan seluruh indikator keterampilan proses sains dinyatakan valid dengan beberapa saran perbaikan. Strategi pembelajaran yang dikembangkan berupa kegiatan pembelajaran yang menggabungkan tiga level representasi kimia ke dalam langkah pembelajaran POGIL. Secara umum, hasil validasi menyatakan bahwa strategi tersebut valid dengan beberapa saran perbaikan. Kata Kunci: strategi pembelajaran intertekstual, POGIL, pengaruh konsentrasi terhadap laju reaksi, pengaruh suhu terhadap laju reaksi, keterampilan proses sains. There are many misconceptions that occur due to the lack of students' understanding of the three levels of chemical representation. On the other hand, it was found that students' science process skills were still very low. Therefore, this study aims to develop an intertextual learning strategy using POGIL (Process Oriented Guided Inquiry Learning) on the effect of concentration and temperature on the reaction rate which has the potential to improve students' mastery of concepts and science process skills. The method used in this research is Research & Development (R&D) which is limited to the initial product development stage. The instruments used are in the form of conformity format between concept mastery indicators and basic knowledge competencies and concept descriptions with concept mastery indicators, suitability of science process skills indicators with basic skills competencies and descriptions of science process skills with science process skills indicators as well as the suitability of learning activities with concept mastery indicators and indicators of science process skills. In the process of developing learning strategies, validation was carried out by four chemical pedagogists, two chemists, and two chemistry practitioners. Based on the validation results, all indicators of mastery of concepts are declared valid and all indicators of science process skills are declared valid with several suggestions for improvement. The learning strategy developed is in the form of learning activities that combine three levels of chemical representation into the POGIL learning steps. In general, the validation results state that the strategy is valid with some suggestions for improvement. Keywords: intertextual learning strategy, POGIL, effect of concentration on reaction rate, effect of temperature on reaction rate, science process skills.