Penerapan strategi problem based learning pada topik kesetimbangan kimia kelas xi

Apriliya, Putri (2024) Penerapan strategi problem based learning pada topik kesetimbangan kimia kelas xi. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Peserta didik yang difokuskan pada pembelajaran adalah kelas XI B, terdiri dari 22 siswa, dengan 8 perempuan dan 14 laki-laki. Kelas ini memiliki kemampuan kognitif yang beragam dan gaya belajar bervariasi. Enduring Understanding yang akan ditekankan pada topik kesetimbangan kimia yaitu mengenai keteraturan dan keindahan Allah di dalam ilmu kesetimbangan kimia. Dalam hal ini, keteraturan Allah di dalam konten ilmu kesetimbangan kimia dapat dilihat melalui perhitungan kuantitatif dan reaksi kesetimbangan kimia. Strategi yang digunakan adalah strategi Problem Based Learning (PBL). PBL bertujuan untuk mempelajari konten dan proses keterampilan pemecahan masalah. Evaluasi proses pembelajaran diambil melalui penilaian sumatif. Data hasil belajar peserta didik menunjukkan bahwa 2 dari peserta didik mendapatkan nilai sangat baik, 7 Peserta didik mendapatkan nilai ≥ 75 (baik), 6 peserta didik mendapatkan nilai cukup, dan 7 peserta didik mendapatkan nilai kurang dari 50. Data menunjukkan bahwa 40,9% peserta didik mampu mencapai nilai KKM dan 59,1% peserta didik masih belum mampu mencapai nilai KKM. Hal yang perlu ditingkatkan kedepannya adalah kemampuan guru dalam memotivasi peserta didik dan mengelola kelas menjadi lebih kondusif. Penulis juga menyadari bahwasannya perlu meningkatkan pembuatan soal sumatif dengan bobot variasi berbeda, hal ini bertujuan untuk meningkatkan kemampuan berpikir kritis peserta didik. / The students under focus in the research were from class XI B, comprising 22 students, including 8 girls and 14 boys. This class has quite diverse cognitive abilities. Enduring Understanding which will be emphasized on the topic of chemical equilibrium is about the order and beauty of God in the science of chemical equilibrium. In this case, God's regularity in the content of the science of chemical equilibrium can be seen through quantitative calculations.. The learning approach employed is the Problem-Based Learning (PBL) strategy, aiming to develop both content knowledge and problem-solving skills. Evaluation of the learning process is conducted through summative assessment. Analysis of student learning outcomes indicates varying performance levels: 2 students achieved very good scores, 7 scored ≥ 75 (good), 6 attained fair scores, and 7 received scores below 50. The data reveals that 40.9% of students met the KKM threshold, while 59.1% did not. Improvements are needed in teachers' capacity to motivate students and foster a conducive classroom environment. Additionally, the author acknowledges the necessity of generating summative questions with diverse weight variations to enhance students' critical thinking abilities.

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