IMPLEMENTASI MODEL PERKULIAHAN TERPADU SOROGAN-BANDONGAN UNTUK MENENTUKAN PEMAHAMAN MAHASISWA DALAM MEMPELAJARI MEKANISME REAKSI

Rinaningsih Rinaningsih

Abstract


ABSTRAK

Penelitian ini merupakan penerapan model perkuliahan terpadu Sorogan-Bandongan pada materi mekanisme reaksi substitusi nukleofilik. Penelitian ini bertujuan untuk menentukan materi yang perlu ditekankan dalam perkuliahan. Sampel adalah 31 mahasiswa Jurusan Kimia UNESA yang mengambil mata kuliah Kimia Organik I semester genap Tahun Ajaran 2013/2014. Langkah penelitian terdiri atas menugaskan mahasiswa membaca dan mengerjakan pertanyaan handout sebelum perkuliahan, tes diagnostik, pembahasan materi, pelaksanaan sorogan, bandongan, dan tes akhir. Data penelitian dianalisis menggunakan pendekatan mixed methods. Data kualitatif menunjukkan bahwa 25 mahasiswa membaca handout sebelum perkuliahan, 21 mahasiswa berpendapat lebih mudah memahami perkuliahan setelah membaca handout, dua mahasiswa menyatakan memahami 25% isi handout, 13 mahasiswa memahami 50%, dan 10 mahasiswa memahami 75%. Hasil tes diagnostik menunjukkan bahwa 15% mahasiswa kesulitan memahami pengertian reaksi substitusi, 19% nukleofilisitas, 90% asam-basa Lewis, 23% konfigurasi elektron, 13% pengisian orbital, 23% hibridisasi, 55% penentuan struktur Lewis, 65% elektronegatifitas, 48% SN2, dan 83% SN1. Lima puluh enam persen (56%) mahasiswa kesulitan membedakan mekanisme reaksi SN1 dan SN2. Data kuantitatif menunjukkan korelasi antara handout, tes diagnostik, dan tes akhir adalah sebesar 0,511. Implementasi model terpadu Sorogan–Bandongan dapat meningkatkan efektifitas perkuliahan.

ABSTRACT

This research was an application of Sorogan and Bandongan integrated learning model for nucleophylic substitution reaction mechanism. The aim of this research was to determine learning material that needs to be emphasized in learning activity. Samples in this research were 31 UNESA’s Chemistry Department students which took Organic Chemistry I subject in 2013/2014 academic year. Research steps consists of assigning students to read and working on handouts questions; diagnostic tests; material discussion; conducting the sorogan, bandongan and final test. The collected data then analyzed using mixed methods approach. Qualitative data showed that 25 students reading the handout before lecture, 21 stated that it was easier to understand the lecture after they read the handout, 2 stated that they understand 25% of what was written in the handout,13 understand 50%, and 10 understand 75%. Diagnostic test results showed that 15% students facing the difficulty in understanding substitution reaction, 19% in understanding nucleophylicity, 90% in Lewis acidic-basic, 23% in electron configuration, 13% in orbital charging, 23% in hybridization, 55% in Lewis structure determination, 65% in electronegativity, 48% in SN2, and 83% in SN1. Fifty five percents (56%) students having the difficulty in differentiate SN1 and SN2 reaction mechanism. Quantitative analysis suggested that correlation between handout, diagnostic test, and final test was 0,511. Sorogan-Bandongan integrated learning model implementation may increase lecture efectivity.


Keywords


Model Sorogan-Bandongan; tes diagnostik; mekanisme reaksi; Sorogan-Bandongan model; diagnostic test; reaction mechanism

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References


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DOI: https://doi.org/10.18269/jpmipa.v19i2.36188

DOI (PDF): https://doi.org/10.18269/jpmipa.v19i2.36188.g15568

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