Analisis Pelaksanaan Pembelajaran Kimia di SMA Kota Jambi: Studi Observasi Terkait Kesiapan Integrasi Pendidikan Kimia Berbasis Entrepreneurship
Abstract
Pembelajaran kimia di SMA masih didominasi metode tradisional yang menekankan hafalan, menyebabkan siswa kesulitan mengaitkan konsep dengan aplikasi praktis. Penelitian ini bertujuan menganalisis pelaksanaan pembelajaran kimia di SMA Negeri Kota Jambi dan mengevaluasi kesiapan integrasi pendidikan kimia berbasis entrepreneurship. Penelitian menggunakan metode deskriptif kualitatif melalui observasi non-partisipatif di 14 SMA Negeri di Kota Jambi. Data dikumpulkan menggunakan lembar observasi terstruktur dan catatan lapangan, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Pemahaman siswa terhadap materi kimia lingkungan masih rendah (48-53%), dengan mayoritas siswa menunjukkan sikap pasif selama pembelajaran. Aktivitas eksplorasi, penerapan konteks lingkungan, dan integrasi entrepreneurship belum optimal. Metode ceramah mendominasi (78,6%), sementara pembelajaran berbasis proyek dan kontekstual masih minim (14,3% dan 21,4%). Pembelajaran kimia saat ini belum mendukung pengembangan kompetensi abad ke-21. Diperlukan pengembangan modul pembelajaran kimia terintegrasi entrepreneurship yang mengaitkan konsep kimia dengan masalah lingkungan dan peluang inovasi, disertai pelatihan profesional bagi guru.
References
Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The entrepreneurship competence framework. Publication Office of the European Union.
Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347-370. https://doi.org/10.1002/sce.20186
Bolaji, H. O., Olawoyin, O. R., & Olagunju, M. A. (2022). Entrepreneurship education in STEM: Effects on students’ entrepreneurial intentions and employability skills. Journal of Entrepreneurship Education, 25(3), 1-18.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Eilks, I., & Hofstein, A. (2013). Teaching chemistry—A studybook: A practical guide and textbook for student teachers, teacher trainees and teachers. Sense Publishers. https://doi.org/10.1007/978-94-6209-140-5
European Commission. (2018). Entrepreneurship education: A road to success. Publications Office of the European Union.
Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957-976. https://doi.org/10.1080/09500690600702470
Hofstein, A., & Kesner, M. (2006). Industrial chemistry and school chemistry: Making chemistry studies more relevant. International Journal of Science Education, 28(9), 1017-1039. https://doi.org/10.1080/09500690600702504
Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75-83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x
Kurnaz, M. A., & Serin, G. (2021). Students’ difficulties in chemistry learning: A systematic review. Journal of Chemical Education, 98(4), 1123-1134. https://doi.org/10.1021/acs.jchemed.0c01426
Mahanal, S., Zubaidah, S., Bahri, A., & Dinnurriya, M. S. (2019). Empowering students’ thinking skills through learning strategies. International Journal of Instruction, 12(1), 1385-1396. https://doi.org/10.29333/iji.2019.12189a
Maknun, J., & Rahayu, S. (2020). Entrepreneurship-based science learning: Opportunities and challenges in 21st century education. International Journal of Instruction, 13(3), 1-16. https://doi.org/10.29333/iji.2020.1331a
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
Nugraha, D., & Sari, R. (2019). Learning obstacles in high school chemistry: Teachers’ perspectives. Journal of Science Learning, 2(2), 45-52. https://doi.org/10.17509/jsl.v2i2.15225
Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177-196. https://doi.org/10.1007/s10972-014-9384-1
Partnership for 21st Century Learning. (2019). Framework for 21st century learning definitions. Battelle for Kids.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Pratiwi, A., Sari, D. P., & Nurhayati, N. (2020). The impact of teacher-centered chemistry instruction on student engagement. Jurnal Pendidikan Kimia Indonesia, 4(1), 12-20. https://doi.org/10.23887/jpk.v4i1.23456
Rahayu, P., Mulyani, S., & Miswadi, S. S. (2022). The implementation of project-based learning in chemistry: Teachers’ challenges and students’ responses. Jurnal Pendidikan IPA Indonesia, 11(1), 77-88. https://doi.org/10.15294/jpii.v11i1.32895
Sampson, V., & Lombardi, D. (2023). Fostering innovation and scientific thinking through entrepreneurship-oriented science education. Science Education Review, 32(1), 1-17. https://doi.org/10.1007/s11165-023-10001-2
Thomas, O., Fogleman, J., & Powell, R. (2022). Integrating entrepreneurship into STEM education: Effects on students’ creativity and problem-solving. International Journal of STEM Education, 9(13), 1-16. https://doi.org/10.1186/s40594-022-00331-3
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Widarti, H., & Ulfah, A. (2023). Developing chemistry learning through eco-entrepreneurship projects: Impact on student motivation. Journal of Chemical Education Research, 7(2), 85-94. https://doi.org/10.1021/acs.jchemed.2c00987
World Economic Forum. (2020). The future of jobs report 2020. WEF.
Wu, L., Zhang, Y., & Chen, X. (2024). Rethinking science learning: Student engagement and meaningful learning in chemistry classrooms. Chemistry Education Research and Practice, 25(1), 33-52. https://doi.org/10.1039/D3RP00234A
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Jurnal Perspektif Pendidikan by https://www.ojs.stkippgri-lubuklinggau.ac.id/index.php/JPP is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
