PENYESUAIAN ELEMEN KURIUKULUM KIMIA PADA SMK KOMPETENSI KEAHLIAN TEKNIK DAN BISNIS SEPEDA MOTOR - Verra Gusniawati, - (2023)
Penelitian ini didasarkan pada permasalahan belum sesuainya elemen kurikulum mata pelajaran kimia pada SMK Kompetensi Keahlian Teknik dan Bisnis Sepeda Motor, yang menunjukkan kimia sebagai mata pelajaran dasar keahlian belum secara optimal menunjang mata pelajaran kejuruan. Penelitian ini bertujuan menganalisis elemen kurikulum kimia yang sesuai dengan kebutuhan SMK Kompetensi Keahlian Teknik dan Bisnis Sepeda Motor. Metode penelitian yang digunakan adalah Research and Development (R&D) yang dimodifikasi menjadi 3 tahap penelitian yaitu tahap perencanaan, tahap pengembangan, dan tahap review. Penelitian ini melibatkan 2 ahli pendidikan kimia, 2 guru kimia SMK dan 3 guru SMK Teknik dan Bisnis Sepeda Motor sebagai reviewer. Instrumen penelitian ini berupa format review kompetensi dasar, konten kimia, dimensi pengetahuan, desain pembelajaran, dan desain evaluasi pembelajaran. Teknik analisis data dilakukan secara kualitatif berdasarkan kecenderungan yang dinyatakan oleh reviewer. Hasil penelitian menunjukkan bahwa kompetensi dasar kimia sesuai dengan kebutuhan SMK Teknik dan Bisnis Sepeda Motor meliputi kemampuan mengidentifikasi, mengklasifikasi, menganalisis, mendemonstrasikan, menghitung, dan mengukur. Komposisi konten kimia yang sesuai terdiri dari bahaya bahan kimia dan simbolnya, kontaminan bahan kimia, Alat Pemadam Api Ringan, termokimia, logam dan alloy, korosi, senyawa hidrokarbon, minyak bumi, elektrokimia, polimer, ikatan kimia, dan senyawa karbon. Dimensi pengetahuan faktual, konseptual, prosedural, dan metakognitif diorientasikan pada pengetahuan yang berkaitan dengan Teknik dan Bisnis Sepeda Motor. Desain pembelajaran difokuskan pada variasi strategi pembelajaran memberdayakan potensi siswa seperti inkuri terbimbing, discovery learning, problem based learning, dan kooperatif (tipe jigsaw, tipe two stay two stray, dan tipe Group Investigation). Pengalaman belajar diperoleh melalui tatap muka di kelas, kerja di laboratorium, kerja mandiri di rumah, dan praktek kerja magang di industri. Sumber belajar difasilitasi melalui bahan ajar cetak, fenomena real, media presentasi, maupun video. Desain evaluasi pembelajaran meliputi penilaian sikap, penilaian pengetahuan, dan penilaian keterampilan. Teknik penilaiannya dapat dilakukan dengan pengamatan/observasi, tes tertulis, dan unjuk kerja. This research based on the problem of the incompatibility of chemistry curriculum elements for Vocational High Schools with the Competency of Motorcycle Engineering and Business Skills, which shows that chemistry as a basic skill subject does not optimally support vocational subjects. This study aims to analyze elements of the chemistry curriculum that are in accordance with the needs of Motorcycle Engineering and Business Competency Vocational High Schools. The research method used is Research and Development (R&D) which is modified into 3 stages of research,that is planning stage, the development stage, and the review stage. This study involved 2 chemistry education experts, 2 vocational chemistry teachers and 3 Engineering and Business Motorcycle teachers as reviewers. The research instrument was in the form of a basic competency review format, chemistry content, dimensions of knowledge, strategy design, and learning evaluation design. The data analysis technique was carried out qualitatively based on the trends stated by the reviewers. The results showed that the basic chemistry competencies according to the needs of Motorcycle Engineering and Business Vocational High Schools included the ability to identify, classify, analyze, demonstrate, calculate, and measure. The composition of the appropriate chemical content consists of chemical hazards and their symbols, chemical contaminants, Light Fire Extinguishers, thermochemicals, metals and alloys, corrosion, hydrocarbon compounds, petroleum, electrochemical, polymers, chemical bonds, and carbon compounds. The dimensions of factual, conceptual, procedural, and metacognitive knowledge are oriented towards knowledge related to Motorcycle Engineering and Business. Learning design is focused on a variety of learning strategies to empower students' potential such as guided inquiry, discovery learning, problem based learning, and cooperative (jigsaw type, two stay two stray type, and group investigation type). Learning experience is gained through face to face classes, laboratory work, independent work at home, and internships in industry. Learning resources are facilitated through printed teaching materials, real phenomena, media presentations, and videos. The learning evaluation design includes attitude assessment, knowledge assessment, and skills assessment. The assessment technique can be done by observation/observation, written tests, and performance.