JURNALFKIPUNTADJURNALFKIPUNTAD

Jurnal Akademika KimiaJurnal Akademika Kimia

This study aims to identify student learning difficulties in physical chemistry lectures. The subjects are 61 students in the chemistry education study program from two different classes. The research method used is mixed. Data were obtained by using instruments in the form of structured and unstructured questionnaires. Based on the results of the data analysis, several student learning difficulties were identified. Based on unstructured questionnaires, students learning difficulties in physical chemistry material based on internal factors are caused because students find it difficult to do calculation problems, formulate derivation, and use many formulas. Based on external factors, namely the learning method used. Students prefer learning that is carried out face-to-face in a class by doing a lot of practice questions connected with applying formulas to questions and in everyday life. 55.7% of students in the medium category in learning disorder, 72% of students in the high category in learning disability, 65.5% of students in the medium category in learning dysfunction, 57% of students in the medium category in slowly learner, and 54% of students in the medium category in lower achiever. According to many students, physical chemistry is difficult. In addition, some of the causes of physical chemistry being considered difficult are confusion in analyzing questions, and learning conducted online during the Covid-19 pandemic is considered less effective. Students expect the learning method used to provide many examples and practice questions.

The study concludes that students perceive physical chemistry as a challenging subject due to the abundance of formulas and calculations.Furthermore, the learning methods employed were considered less effective by the students.Students expressed a preference for face-to-face learning environments with ample practice questions and real-world applications to enhance understanding.

Penelitian lebih lanjut dapat dilakukan untuk mengembangkan metode pembelajaran inovatif yang lebih efektif dalam mengatasi kesulitan belajar kimia fisika, misalnya dengan memanfaatkan simulasi interaktif atau pendekatan pembelajaran berbasis masalah yang kontekstual. Selain itu, perlu diteliti lebih dalam mengenai pengaruh kemampuan matematika dasar terhadap pemahaman konsep-konsep dalam kimia fisika, sehingga dapat dirancang intervensi yang tepat untuk meningkatkan kemampuan tersebut. Terakhir, studi komparatif mengenai efektivitas pembelajaran daring dan luring dalam konteks kimia fisika perlu dilakukan, dengan mempertimbangkan berbagai faktor seperti kualitas koneksi internet, tingkat motivasi belajar siswa, dan ketersediaan sumber daya pendukung lainnya, untuk menghasilkan rekomendasi pembelajaran yang optimal di era digital.

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