PENYELARASAN ELEMEN KURIKULUM KIMIA PADA SMK KOMPETENSI KEAHLIAN FARMASI INDUSTRI - Ipit Pebrianti, - (2022)
Penelitian ini didasarkan belum selarasnya elemen kurikulum mata pelajaran kimia dengan mata pelajaran kejuruan pada SMK Kompetensi Keahlian Farmasi Industri. Penelitian ini bertujuan untuk menyelaraskan elemen kurikulum yang meliputi KD, Konten Kimia, Dimensi Pengetahuan dan Desain Pembelajaran dengan kebutuhan SMK Farmasi Industri. Metode penelitian yang digunakan adalah Research and Development (R&D) yang dimodifikasi menjadi 3 tahap langkah penelitian yaitu tahap perencanaan, tahap pengembangan dan tahap validasi. Penelitian ini melibatkan 2 ahli pendidikan kimia, 3 guru kimia SMK dan 4 guru SMK Farmasi Industri sebagai validator. Instrumen penelitian menggunakan format validasi KD, konten kimia, dimensi pengetahuan dan desain pembelajaran. Teknik analisis data dilakukan secara kualitatif. Hasil penelitian menunjukkan bahwa Kompetensi Dasar kimia yang selaras dengan kebutuhan SMK Kompetensi Keahlian Farmasi Industri yang meliputi kemampuan menjelaskan, menerapkan, menentukan, mengidentifikasi, mengelompokkan, menyelidiki, menganalisis, memeriksa, mengoperasikan dan melakukan kerja terkait konten kimia yang selaras bidang kejuruan. Konten kimia yang selaras terdiri dari klasifikasi, sifat, dan komposisi bahan kimia obat pulvis, kapsul, obat padat, semi padat, supositoria dan obat tradisional (21%), Dosis Obat (4%), Pemeliharaan dan kalibrasi alat-alat di laboratorium (8%), Prosedur pembuatan sediaan obat semi padat, suspensi, dan emulsi (13%), Sifat fisis dan sifat kimia bahan kimia penyusun APAR (4%), Jenis koloid pada obat cair, potio, eliksir dan sirop (17%), Jenis-jenis larutan topikal (4%), Metode uji kualitatif dan uji kuantitatif pada obat, bahan obat dan sampel produk ruahan (8%), Pengujian hasil produksi obat (4%), Bahan baku aktif dan tambahan obat (4%), Sifat fisis, sifat kimia dan kualitas bahan pengemas primer, sekunder dan tersier (13%). Dimensi pengetahuan faktual, konseptual, prosedural dan metakognitif berorientasi pada pengetahuan kimia yang terkait bidang Farmasi Industri. Desain pembelajaran mengacu pada variasi strategi pembelajaran yang memberdayakan potensi pesertadidik, tempat belajar dilangsungkan baik di kelas, di laboratorium, di rumah dalam kegiatan mandiri, dan magang di industri, sedangkan sumber belajar difasilitasi dengan berbagai media cetak dan elektronik. Kata Kunci: Kurikulum, Kimia, SMK, Farmasi Industri This research is based on the inconsistency of curriculum elements for chemistry subjects with vocational subjects at the Industrial Pharmacy Skills Competency Vocational School. This study aims to align the curriculum elements which include Basic Competencies, Chemical Content, Knowledge Dimensions and Learning Design with the needs of the Industrial Pharmacy Vocational School. The research method used is Research and Development (R&D) which is modified into 3 stages of research steps, namely the planning stage, the development stage and the validation stage. This study involved 2 chemistry education experts, 3 vocational chemistry teachers and 4 industrial pharmacy vocational school teachers as validators. This research instrument uses a basic competency validation format, chemistry content, knowledge dimensions and learning design. The data analysis technique was carried out qualitatively. The results of the study indicate that the basic chemistry competencies are in line with the needs of the SMK Industrial Pharmacy Skills Competencies which include the ability to explain, apply, determine, identify, classify, investigate, analyze, examine, operate and perform work related to chemical content that is in line with the vocational field. Harmonized chemical content consists of classification, properties, and chemical composition of pulvis drugs, capsules, solid, semi-solid drugs, suppositories and traditional medicines (21%), Drug Dosage (4%), Maintenance and calibration of laboratory equipment ( 8%), The procedure for making semi-solid drug preparations, suspensions, and emulsions (13%), Physical properties and chemical properties of APAR constituents (4%), Types of colloids in liquid drugs, potio, elixirs and syrups (17%), Types of topical solutions (4%), Qualitative test methods and quantitative tests on drugs, drug ingredients and bulk product samples (8%), Testing of drug production results (4%), Active raw materials and drug additives (4%), Physical properties, chemical properties and quality of primary, secondary and tertiary packaging materials (13%). The dimensions of factual, conceptual, procedural and metacognitive knowledge are oriented to chemical knowledge related to the Industrial Pharmacy field. Learning design refers to a variety of learning strategies that empower the potential of students, where learning takes place both in the classroom, in the laboratory, at home in independent activities, and internships in industry, while learning resources are facilitated by various print and electronic media. Keywords: Curriculum, Chemistry, Vocational High School, Industrial Pharmacy