PROFIL GAYA BELAJAR PESERTA DIDIK PADA PEMBELAJARAN MODEL SOROGAN-BANDONGAN MATERI KIMIA ASAM BASA  

PROFILE OF STUDENTS LEARNING STYLE IN THE SOROGAN-BANDONGAN MODEL LEARNING ACID BASE CHEMICAL MATERIALS

Model Sorogan-Bandongan merupakan model pembelajaran yang diadopsi dari pondok pesantren yang ada di Indonesia. Model pembelajaran tersebut merupakan model yang stabil dalam kurun waktu yang panjang, dari tahun 1400 - sekarang. Pembelajaran model seperti ini memudahkan peserta didik dalam mempelajari serta memahami beraneka ragam presepsi atau konsep serta gaya belajar setiap  individu. Penelitian ini bertujuan untuk mengetahui efektivitas Model Pembelajaran Sorogan-Bandongan dalam meningkatkan penguasaan konsep dalam berbagai gaya pembelajaran. Subjek penelitian yakni peserta didik kelas XI IPA berjumlah 36 orang peserta didik di salah satu sekolah yang berada di jawa timur. Instrumen penelitian meliputi pretest, handout, tes diagnostik, lembar kerja peserta didik (LKPD), postest, dan angket gaya belajar. Data penelitian dianalisis menggunakan metode deskriptif-kualitatif. Berdasarkan angket diperoleh hasil persentase gaya belajar peserta didik yakni: gaya belajar linguistik 20% peserta didik, gaya belajar logika matematika 6%, gaya belajar visual spatial 14%, gaya belajar kinestetik 8%, gaya belajar musikal 19%, gaya belajar interpersonal 11%, gaya belajar intrapersonal 11%, dan gaya belajar naturalis 11%. Melalui penerapan Model Sorogan-Bandongan dalam pembelajaran Kimia materi asam basa, peningkatan hasil belajar klasikal diperoleh sebesar 80%. Dari kedelapan gaya belajar subjek penelitian semuanya mengalami peningkatan penguasaan konsep. Penerapan Model Sorogan-Bandongan pada materi asam basa efektif dapat meningkatkan penguasaan konsep peserta didik dengan berbagai gaya belajarnya.

Sorogan-Bandongan model is a learning model adopted from Islamic boarding schools in Indonesia. This learning model is a stable model over a long period of time, from ±1400 years - now. Learning models like this make it easier for students to learn and understand various perceptions or concepts and the learning styles of each individual. This study aims to determine the effectiveness of the Sorogan-Bandongan Learning Model in increasing mastery of concepts in various learning styles. The research subjects were students of class XI IPA totaling 36 students in a school in East Java. The research instruments include pretest, handout, diagnostic test, student worksheet (LKPD), postest, and learning style questionnaire. Research data were analyzed using descriptive-qualitative method. Based on the questionnaire, the percentage of students' learning styles obtained are: linguistic learning style 20% of students, mathematical logic learning style 6%, visual spatial learning style 14%, kinesthetic learning style 8%, musical learning style 19%, interpersonal learning style 11% , 11% intrapersonal learning style, and 11% naturalist learning style. Through the application of the Sorogan-Bandongan model in the learning of acid-base chemistry, the increase in classical learning outcomes was obtained by 80%. Of the eight learning styles of the research subjects, all of them experienced an increase in mastery of concepts. The application of the Sorogan-Bandongan Model on acid-base materials can effectively increase the mastery of students' concepts with various learning styles.