Analisis Prestasi Belajar Kimia Melalui Pembelajaran Berdiferensiasi Pada Implementasi Kurikulum Merdeka Siswa Kelas IX Di Madrasah Aliyah Negeri 1 Kota Ternate

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Abstrak

Penelitian ini bertujuan untuk menganalisis prestasi belajar kimia siswa serta mengetahui tanggapan mereka terhadap penerapan pembelajaran berdiferensiasi dalam implementasi Kurikulum Merdeka. Penelitian menggunakan metode survei dengan pendekatan deskriptif kuantitatif. Populasi dalam penelitian ini sebanyak 88 siswa dengan teknik pengambilan sampel jenuh. Data dikumpulkan melalui tes pilihan ganda 20 butir soal dan angket respons siswa sebanyak 15 pertanyaan. Analisis data dilakukan menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa nilai rata-rata prestasi belajar siswa sebesar 81,63 pada kategori baik. Hasil angket menunjukkan tingkat kepuasan siswa terhadap variasi metode pembelajaran sebesar 81,5% kategori sangat baik, variasi lokasi pembelajaran sebesar 79,4% kategori baik, dan diferensiasi proses sebesar 79,5% kategori baik, dengan rata-rata sebesar 77,5% kategori baik. Berdasarkan hasil tersebut, dapat dinyatakan bahwa pembelajaran berdiferensiasi dapat meningkatkan prestasi belajar serta memberikan pengalaman belajar yang positif bagi siswa pada mata pelajaran kimia.

Kata Kunci:               

Pembelajaran berdiferensiasi, prestasi belajar kimia, kurikulum merdeka

Abstract

This study aims to analyze students’ chemistry learning achievement and identify their responses toward the implementation of differentiated instruction within the Independent Curriculum. The research employed a survey method with a quantitative descriptive approach. The population consisted of 88 students, all of whom were selected using a saturated sampling technique. Data were collected through a 20-item multiple-choice test and a 15-item student response questionnaire. Data analysis was conducted using descriptive statistics. The results showed that the average student learning achievement score was 81.63, categorized as good. The questionnaire results indicated that students' satisfaction regarding the variation of teaching methods reached 81.5% (very good category), variation of learning locations reached 79.4% (good category), and process differentiation reached 79.5% (good category), with an overall average of 77.5% (good category). Based on these findings, it can be concluded that differentiated instruction can enhance learning achievement and provide a positive learning experience for students in chemistry.

Keywords:

differentiated instruction, chemistry learning achievement, Independent Curriculum