Examining Chemistry Teachers’ Conceptual Understanding Based on Their Teaching Experiences in Simple Chemistry Demonstrations Activities Assisted by Exploratory Worksheets [Telaah Pemahaman Konseptual Guru Kimia Berdasarkan Pengalaman Mengajarnya pada Kegiatan Demonstrasi Materi Kimia Sederhana Berbantuan Lembar Kerja Eksploratif]

Abstract

Penguatan pemahaman konseptual guru kimia menjadi tantangan penting dalam meningkatkan kualitas pembelajaran sains yang kontekstual dan bermakna. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk menguatkan pemahaman konseptual guru terhadap fenomena dasar kimia berdasarkan evaluasi terhadap hasil respon pada lembar kerja demonstrasi. Sebanyak 30 guru kimia anggota MGMP di Provinsi Banten mengikuti pelatihan yang mencakup demonstrasi sembilan eksperimen sederhana dan pengisian lembar kerja eksploratif. Analisis dilakukan secara deskriptif-naratif dengan mempertimbangkan indikator akurasi ilmiah dan kedalaman penjelasan, serta dikaitkan dengan pengalaman mengajar. Hasil menunjukkan bahwa guru senior (>20 tahun) cenderung memberikan penjelasan yang lebih logis dan ilmiah serta memiliki kemampuan metakognitif yang lebih tinggi. Guru pemula memiliki kemampuan komunikasi yang baik, namun kurang mampu menjelaskan secara ilmiah yang mendalam, sementara guru menengah menunjukkan gejala stagnasi konseptual. Beberapa demonstrasi juga memunculkan miskonsepsi sistemik, terutama pada fenomena yang tidak kasatmata. Temuan ini menegaskan bahwa pendekatan berbasis demonstrasi dan lembar kerja eksploratif tidak hanya efektif untuk mengembangkan pemahaman konseptual, tetapi juga berfungsi sebagai alat refleksi pedagogis. Implikasi praktisnya meliputi potensi replikasi dalam program pelatihan guru seperti PPG, IHT MGMP, dan supervisi berbasis coaching. Kegiatan ini merekomendasikan pelibatan guru senior sebagai fasilitator dalam skema pengembangan komunitas belajar profesional, sejalan dengan arah kebijakan Merdeka Belajar.

Strengthening chemistry teachers’ conceptual understanding remains a critical challenge in enhancing the quality of contextual and meaningful science learning. This community service initiative aims to reinforce teachers’ conceptual grasp of fundamental chemical phenomena by analyzing their responses to exploratory worksheet tasks during demonstration-based activities. A total of 30 chemistry teachers, all members of MGMP in Banten Province, participated in a training program that involved nine simple chemical demonstrations accompanied by structured worksheet-based exploration. A descriptive-narrative analysis was conducted, focusing on indicators of scientific accuracy and explanatory depth, and interpreted in relation to participants' teaching experience. The findings reveal that senior teachers (with more than 20 years of experience) tend to provide more logical and scientifically accurate explanations, alongside demonstrating higher metacognitive awareness. In contrast, novice teachers exhibited strong communication skills but lacked depth in scientific reasoning, while mid-career teachers showed signs of conceptual stagnation. Several demonstrations also revealed systemic misconceptions, particularly in relation to invisible or abstract phenomena. These results underscore the effectiveness of demonstration-based learning integrated with exploratory worksheets not only in fostering deeper conceptual understanding but also as tools for pedagogical reflection. The practical implications suggest that this model is replicable in teacher training programs such as PPG, MGMP-IHT, and coaching-based supervision initiatives. Furthermore, the study recommends the active involvement of senior teachers as facilitators in professional learning communities, aligning with the broader goals of Indonesia’s Merdeka Belajar education reform policy.