Integrasi Konsep Multi Representasi dengan Gaya Belajar sebagai Penguatan & Rekonstruksi Pengetahuan dalam Pembelajaran Kimia

Rusmansyah Rusmansyah; Atiek Winarti; Almubarak Almubarak

doi:10.20527/btjpm.v3i2.2740

Integrasi Konsep Multi Representasi dengan Gaya Belajar sebagai Penguatan & Rekonstruksi Pengetahuan dalam Pembelajaran Kimia

Rusmansyah Rusmansyah, Atiek Winarti, Almubarak Almubarak

Abstract

Kimia representasi merupakan konsep yang sangat penting dalam memahami ilmu kimia. Dampak terbesar yang mungkin diperoleh dari tindakan pengadopsian konsep pembelajaran kimia berbasis representasi adalah kadar miskonsepsi yang cukup menjamur dalam pembelajaran kimia mampu direduksi secara bertahap sehingga paradigma bahwa materi kimia merupakan materi yang sulit dipahami dihilangkan. Indikator keberhasilan pembelajaran kimia tentu berhubungan dengan sejauh mana progres perkembangan pemahaman dan gaya belajar siswa di kelas. Tujuan kegiatan ini yakni untuk mendesiminasikan bagaimana peran konsep representasi kimia dan gaya belajar (kecerdasan ganda & self-efficacy) dalam pembelajaran kimia. Metode kegiatan yang digunakan yaitu metode sosialisasi formal. Peserta kegiatan ini ialah 66 guru SMA Se-Kota Banjarmasin. Teknik pengumpulan data yaitu teknik dokumentasi, observasi, dan wawancara agar memeproleh informasi yang jelas dari para responden. Hasil kegiatan menunjukkan bahwa masih banya guru yang belum mengetahui pentingnya menganalisis kebutuhan dan gaya belajar siswa sebelum pembelajaran terjadi sehingga kegiatan ini memberi dampak besar khususnya bagaimana membuat pembaharuan dalam pembelajaran kimia. Artinya, Multi Representasi kimia & Learning Style (Kecerdasan Ganda-Self Efficacy) adalah jembatan sebagai penguatan & rekonstruksi pengetahuan dalam pengajaran dan pembelajaran kimia. Terkhusus bagi guru bahwa menganalisis kebutuhan belajar peserta didik adalah acuan awal dalam mendesain suatu model pembelajaran yang tepat dan sesuai dengan karakter peserta didik.

Representative chemistry is an essential concept in understanding chemistry. The most significant impact of using the idea of representation-based chemistry learning is that it can reduce the level of misconceptions that are mushrooming in chemistry learning gradually so that the negative paradigm about chemistry can be lost. Besides, indicators of the success of learning chemistry are positively related to the development of students' understanding and learning styles in the classroom. This activity aims to disseminate the concept of chemical representation and learning styles (multiple intelligence & self-efficacy) in chemistry learning. The method used is the formal socialization method. Data collection techniques are documentation, observation, and interview techniques to obtain precise information from the respondents. The activity results show that teachers still do not know the importance of analyzing students' needs and learning styles before learning occurs. This activity has a significant impact, especially on how to make changes in learning chemistry. This means that the Multi Representation of Chemistry & Learning Style (Multiple Intelligence-Self Efficacy) is a bridge as strengthening & reconstruction of knowledge in teaching and learning chemistry. Especially for teachers, analyzing students' learning needs is an initial reference in designing an appropriate learning model and following students' character.

Keywords

Gaya Belajar; Multi-Representasi; Pembelajaran Kimia

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DOI: https://doi.org/10.20527/btjpm.v3i2.2740