Pengaruh Strategi Pembelajaran Context-Rich Problem (CRP) terhadap Pemahaman Konsep Reaksi Redoks
DOI:
https://doi.org/10.36312/mj.v3i1.2235Keywords:
Problem Based Learning, Pemahaman Konsep, Reaksi Redoks, Pembelajaran KimiaAbstract
Penelitian ini bertujuan untuk menganalisis pengaruh strategi pembelajaran Context-Rich Problem (CRP) terhadap pemahaman konsep reaksi redoks siswa kelas X di SMA Al-Ma'arif Taklimusshibyan Sangkong. Metode penelitian yang digunakan adalah kuasi-eksperimen dengan desain posttest-only control group, melibatkan 52 siswa yang dibagi menjadi kelompok eksperimen yang menggunakan strategi CRP dan kelompok kontrol yang diajar dengan metode ceramah. Pengumpulan data dilakukan melalui tes pemahaman konsep yang diberikan setelah perlakuan. Hasil penelitian menunjukkan bahwa siswa yang diajar dengan strategi CRP memiliki rata-rata nilai posttest lebih tinggi (79,16) dibandingkan dengan kelompok kontrol (69,87). Selain itu, ketuntasan klasikal pada kelompok eksperimen mencapai 92%, sedangkan pada kelompok kontrol hanya 78%. Uji-t menunjukkan perbedaan yang signifikan antara kedua kelompok dengan nilai p sebesar 0,000 (p < 0,05), yang mengonfirmasi bahwa strategi CRP memiliki dampak positif terhadap pemahaman konsep reaksi redoks siswa. Dengan demikian, strategi CRP efektif dalam meningkatkan pemahaman konsep reaksi redoks dan mendorong partisipasi aktif siswa dalam pembelajaran kimia.
The Effect of Context-Rich Problem (CRP) Learning Strategy on Students' Conceptual Understanding of Redox Reactions
Abstract
This study aims to examine the effect of the Context-Rich Problem (CRP) learning strategy on students' conceptual understanding of redox reactions in Grade X at SMA Al-Ma'arif Taklimusshibyan Sangkong. A quasi-experimental method with a posttest-only control group design was used, involving 52 students divided into an experimental group using the CRP strategy and a control group taught through lectures. The study’s data collection employed a conceptual understanding test administered post-intervention. Results indicate that students taught with the CRP strategy achieved a higher average posttest score (79.16) compared to the control group (69.87). Furthermore, the experimental group attained a classical mastery level of 92%, exceeding the control group's 78%. A t-test analysis revealed a significant difference between the groups, with a p-value of 0.000 (p < 0.05), confirming the positive impact of the CRP strategy on students' conceptual understanding of redox reactions. Thus, CRP is effective in enhancing students' understanding of redox reaction concepts and fostering active participation in chemistry learning.
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