PENYELARASAN ELEMEN KURIKULUM KIMIA PADA SMK KOMPETENSI KEAHLIAN KIMIA ANALISIS

• Main Author: Ismi Maulidza, - (Author)
• Format: Book
• Published: 2022-07-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/76324/1/S_KIM_1802074_Title.pdf; http://repository.upi.edu/76324/2/S_KIM_1802074_Chapter1.pdf; http://repository.upi.edu/76324/3/S_KIM_1802074_Chapter2.pdf; http://repository.upi.edu/76324/4/S_KIM_1802074_Chapter3.pdf; http://repository.upi.edu/76324/5/S_KIM_1802074_Chapter4.pdf; http://repository.upi.edu/76324/6/S_KIM_1802074_Chapter5.pdf; http://repository.upi.edu/76324/7/S_KIM_1802074_Appendix.pdf
• Keywords: L Education (General); QD Chemistry

ABSTRAK Penelitian ini didasarkan pada permasalahan kurang terintegrasinya elemen kurikulum kimia Sekolah Menengah Kejuruan dengan Kompetensi Keahlian Kimia Analisis, yang menunjukkan kimia sebagai mata pelajaran dasar bidang keahlian belum secara optimal menunjang mata pelajaran kejuruan. Penelitian ini bertujuan menyelaraskan elemen kurikulum kimia yang relevan dengan kebutuhan SMK Kompetensi Keahlian Kimia Analisis. Dengan menggunakan metode penelitian Research and Development (R&D) yang dimodifikasi menjadi 3 tahap penelitian yaitu tahap perencanaan, tahap pengembangan, dan tahap validasi. Subjek penelitian melibatkan 9 validator yaitu 2 ahli pendidikan kimia, 3 guru kimia SMK, dan 4 guru SMK Kimia Analisis. Instrumen penelitian berupa format validasi kompetensi dasar, konten kimia, dimensi pengetahuan, dan desain pembelajaran. Teknik analisis data dilakukan secara kualitatif berdasarkan kecenderungan yang dinyatakan oleh validator. Hasil penelitian menunjukkan bahwa kompetensi dasar kimia yang relevan dengan kebutuhan SMK Kimia Analisis meliputi kemampuan mengidentifikasi, menjelaskan, mengklasifikasi, menerapkan, mengelompokan, menghubungkan, menghitung, menganalisis, dan membuat. Komposisi konten kimia yang relevan terdiri dari sifat, simbol bahaya, dan MSDS (6%), lambang unsur (2%), hukum dasar kimia (4%), struktur atom dan SPU (2%), jenis interaksi antarmolekul (7%), larutan primer dan sekunder (3%), titrasi asam-basa (6%), kelarutan dan Ksp (13%), reaksi redoks (9%), potensial oksidasi/reduksi (2%), konsep pH(2%), sifat unsur golongan utama dan transisi (4%), konsep kromatografi (17%), karbohidrat, lemak, dan protein (8%), zat aditif makanan (2%), dan senyawa hidrokarbon (9%). Dimensi pengetahuan faktual, konseptual, prosedural dan metakognitif diorientasikan pada pengetahuan yang berkaitan dengan Kimia Analisis. Desain pembelajaran difokuskan pada variasi strategi pembelajaran yang berorientasi pada pemberdayaan pesertadidik, sedangkan pengalaman belajar dibuka ruang kesempatan yang variatif seperti belajar (di kelas, di laboratorium, di rumah), dan melalui magang industri dengan sumber belajar yang variatif pula. Kata Kunci: Kimia, Kimia Analisis, Kurikulum, SMK. ABSTRACT This research based on the problem of the lack of integration chemistry curriculum elements of Vocational High Schools Analytical Chemistry, these problems show that chemistry subjects as basic subjects in the field of expertise that cannot support vocational subjects. This study aims to align the elements of the chemistry curriculum that are relevant to the needs of VHS Analytical Chemistry. The research method used Research and Development (R&D) which is modified into 3 stages of research, that is the planning stage, the development stage, and the validation stage. This study involved 9 validators consisting of 2 chemistry education experts, 3 vocational chemistry teachers, and 4 analytical chemistry teachers. Instruments was a form of basic competencies, chemistry content, dimensions of knowledge and chemistry learning design. The data analysis techniques was carried out qualitatively based on the tendencies stated by the validator. The results showed that basic chemistry competency relevant to the needs of the VHS of Analytical Chemistry include ability to identify, explain,, classify, apply, grouping, connecting, calculate, analyze, and make. Chemistry content to the needs consisted of properties, hazard symbols, and MSDS (6%), element symbol and nomenclature (2%), basic laws of chemistry (4%), atomic structure and periodic system of elements (2%), types of intermolecular interactions (7%), primary and secondary solutions (3%), acid-base titration (6%), solubility and solubility product (13%), redox reaction (9%), oxidation or reduction potential (2%), acidity concepts (2%), properties of main and transition group elements (4%), chromatographic methods (17%), carbohihydrates, fats, and proteins (8%), food additives properties (2%), and hydrocarbon compounds (9%). The knowledge dimensions are factual, conceptual, procedural and metacognitive are oriented towards knowledge related to analytical chemistry. The learning design is focused on a variety of learning strategies that are oriented towards empowering students, while the learning experience opens up a variety of opportunities such as learning (in the classroom, in the laboratory, at home), and through industrial internships with varied learning resources. Keywords: Chemistry, Analytical Chemistry, Curriculum, Vocational High School.