Penelitian ini bertujuan untuk memperoleh permainan Chem Piano yang layak sebagai media pembelajaran untuk meningkatkan motivasi dan hasil belajar peserta didik pada materi Sistem Periodik Unsur. Kelayakan media dinilai berdasarkan aspek kevalidan, kepraktisan, dan keefektifan. Penelitian ini menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation), namun dibatasi sampai tahap Development dan tahap Evaluation dilakukan pada setiap tahapan. Uji coba terbatas dilaksanakan pada peserta didik kelas X di SMAS Kartika IV-3 Surabaya. Hasil penelitian menunjukkan bahwa (1) media memperoleh skor validitas isi dan konstruk dengan kategori baik hingga sangat baik; (2) respon peserta didik terhadap media berada pada kategori baik hingga sangat baik dengan range persentase 75% - 95%; (3) aktivitas peserta didik dan keterlaksanaan pembelajaran selama penggunaan media berada pada kategori sangat baik dengan persentase 100%; (4) hasil angket motivasi belajar sebelum penggunaan media yang menunjukkan kategori motivasi belajar rendah pada rentang 45% - 50%, kemudian meningkat pada range 81% - 89% setelah penggunaan media; (5) hasil belajar peserta didik menunjukkan peningkatan signifikan, dibuktikan melalui skor pretest dan posttest dengan uji Wilcoxon Signed Rank dengan hasil p = 0,001 < 0,05 yang berarti terdapat peningkatan hasil belajar yang signifikan antara skor pretest dan posttest. Ketuntasan individu peserta didik tercapai sesuai nilai Kriteria Ketuntasan Minimum (KKM) yang berlaku, sehingga ketuntasan klasikal juga dinyatakan tercapai pada kelas uji coba terbatas. Dengan demikian, media permainan Chem Piano dinyatakan valid, praktis, dan efektif digunakan sebagai media pembelajaran pada materi Sistem Periodik Unsur di SMAS Kartika IV-3 Surabaya.

Kata Kunci: Chem Piano, Motivasi Belajar, Sistem Periodik Unsur, Hasil Belajar, Media Pembelajaran

This study aims to develop a Chem Piano game that is suitable as a learning medium for improving students’ motivation and learning outcomes in the Periodic System of Elements material. The feasibility of the media was evaluated based on three aspects: validity, practicality, and effectiveness. This study employed the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation); however, the implementation was limited to the Development stage, while the Evaluation stage was conducted at each phase. Limited trials were carried out with Grade X students at SMAS Kartika IV-3 Surabaya. The results showed that: (1) the developed media achieved good to very good scores in terms of content and construct validity; (2) students’ responses to the media fell within the good to very good category, with percentage scores ranging from 75% to 95%; (3) student activities and the implementation of learning during media use were categorized as very good, with a percentage of 100%; (4) the results of the learning motivation questionnaire before using the media indicated a low motivation category, ranging from 45% to 50%, which increased to 81%–89% after the use of the media; and (5) student learning outcomes showed a significant improvement, as evidenced by the Wilcoxon Signed Rank Test results (p = 0.001 < 0.05), indicating a significant difference between pretest and posttest scores. Individual student mastery met the applicable Minimum Completion Criteria (KKM), and classical mastery was also achieved in the limited trial class. Therefore, the Chem Piano game media was declared valid, practical, and effective for use as a learning medium for the Periodic System of Elements material at SMAS Kartika IV-3 Surabaya.

Keywords: Chem Piano, Learning Motivation, Periodic Table of Elements, Learning Outcomes, Learning Media