Analisa Kesulitan Siswa Kelas XI dalam Pembelajaran Kimia di Sman 1 Masbagik
DOI:
10.29303/jcar.v4i3.2095Published:
2022-09-05Downloads
Abstract
The purpose of this research is to analyze the students of SMA Class XI IPA in learning chemistry at SMAN 1 Masbagik. This research is a qualitative research method, where the instruments used are interviews and student statements. The subjects in this study were students of class XI SMAN 1 Masbagik who opened 84 people. There are several factors that cause students to be less interested and less fond of chemistry lessons, including: 1) Internal factors are factors that come from within students. 2) External factors that can come from teachers, learning methods and also colleagues. Based on the data from the questionnaire above which was distributed to each student of class XI Natural Sciences, both students and students who found 84 people, obtained some data stating that learning in class was fun only 53%, who liked chemistry lessons only 30% and only 30% who understands chemistry. There are two possibilities, it means that chemistry lessons are very difficult to understand and they are forced to study chemistry because it is a compulsory subject in science
References
Artini, N. P. J., & Wijaya, I. K. W. B. (2020). Strategi Pengembangan Literasi Kimia Bagi Siswa SMP. Jurnal Ilmiah Pendidikan Citra Bakti, 7(2), 100–108.
Dinatha, Ngurah Mahendra dan Laksana, Dek Ngurah Laba. (2017). Kesulitan Belajar Siswa Dalam Mata Pelajaran Ipa Terpadu. Jurnal Pendidikan Dasar Nusantara, Volume 2 Nomor 2, Hal: 214 – 223.
Hakim, A. (2010). Hypnosis in Teaching: Cara Dahsyat Mendidik & Mengajar. Jakarta. Visimedia
Haris, Mukhtar; Muntari; dan Loka, I Nyoman. (2019). Penerapan Pembelajaran Kooperatif Terpadu NHTdan TSTSdalam Mengatasi Kesulitan Belajar Struktur Atom dan Sistem Periodik Unsur. Jurnal Pijar MIPA, Vol. 14 No.3, ha:123-127
Hidayati, H. (2018). Peningkatan Keterampilan Proses Sains Melalui Model Children Learning In Science (CLIS) di Kelas XI IPA SMA Negeri 3 Palembang. Orbital: Jurnal Pendidikan Kimia, 2(2), 12–25.
Muderawan, W., Wiratma, I. G. L., & Nabila, M. Z. (2019). Analisis Faktor-Faktor Penyebab Kesulitan Belajar Kelarutan. Jurnal Pendidikan Kimia In, 3(1), 17–23.
Munandar, H. (2016). Analisis Pelaksanaan Pembelajaran Kimia Di Kelas Homogen. Lantanida Journal, Vol. 4 No. 2, 2016
Ristiyani, E., dan Bahriah, E.S. (2014). Analisis Kesulitan Belajar Kimia Siswa di SMAN X Kota Tanggerang Selatan. Jurnal Vol. 9 No.1 Tahun 2014.
Supadmi, N. L., Wiratma, I. G. L., & Merta, L. M. (2017). Penerapan Metode Mind Mapping Untuk Meningkatkan Aktivitas Dan Hasil Belajar Kimia Siswa Kelas X MIA. Jurnal Pendidikan Kimia Indonesia, 1(2), 48.
Yakina., Kurniati, Tuti., Fadhilah, Raudhatul. (2017). Analisis Kesulitan Belajar Siswa Pada Mata Pelajaran Kimia Kelas X di SMA Negeri 1 Sungai Ambawang. ArRazi Jurnal Ilmiah, Vol. 5 No. 2, Hal: 288-297
Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 16 Tahun 2007 Tentang Standar Kualifikasi Akademik dan Kompetensi Guru.
Wikipedia Bahasa Indonesia Ensiklopedia, 2 Juli 2015, Internet
License
Copyright (c) 2022 Fena Prayunisa
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors who publish with Journal of Classroom Action Research, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Journal of Classroom Action Research.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
