Analisis Kesulitan Belajar Siswa dalam Penerapan Kurikulum Merdeka Pada Pembelajaran Kimia Kelas X di SMA Negeri 1 Kerinci

Amelia Febriyanti; Anggi Desviana Siregar

doi:10.21009/JRPK.151.07

Authors

Amelia Febriyanti Program Studi Pendidikan Kimia, Fakultas Tarbiyah dan Keguruan, Institut Agama Islam Negeri Kerinci Kapten Muradi, Pesisir Bukit, Sungai Penuh, Jambi 37152, Indonesia
Anggi Desviana Siregar Program Studi Pendidikan Kimia, Fakultas Tarbiyah dan Keguruan, Institut Agama Islam Negeri Kerinci Kapten Muradi, Pesisir Bukit, Sungai Penuh, Jambi 37152, Indonesia

DOI:

https://doi.org/10.21009/JRPK.151.07

Keywords:

chemistry learning, independent curriculum, learning difficulties

Abstract

Abstrak

Studi ini bertujuan untuk menganalisis kesulitan belajar siswa kelas X dalam pembelajaran kimia di SMAN 1 Kerinci dalam konteks penerapan Kurikulum Merdeka. Menggunakan pendekatan deskriptif kualitatif, data dikumpulkan melalui wawancara dan observasi terhadap guru kimia. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam memahami konsep-konsep abstrak seperti atom dan reaksi kimia, yang diperburuk oleh keterbatasan akses informasi dan kesiapan guru yang bervariasi dalam menerapkan Kurikulum Merdeka. Studi ini merekomendasikan pelatihan guru, peningkatan akses ke sumber belajar, dan penerapan pendekatan fleksibel serta diferensiasi pengajaran untuk meningkatkan efektivitas pembelajaran kimia dan prestasi siswa.

Abstract

This study aims to analyze the learning difficulties of grade X students in chemistry learning at SMAN 1 Kerinci in the context of implementing the Independent Curriculum. Using a qualitative descriptive approach, data were collected through interviews and observations of chemistry teachers. The results showed that students had difficulty in understanding abstract concepts such as atoms and chemical reactions, which were exacerbated by limited access to information and varying teacher readiness in implementing the Independent Curriculum. This study recommends teacher training, increasing access to learning resources, and implementing flexible approaches and teaching differentiation to improve the effectiveness of chemistry learning and student achievement.

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