Identifikasi Pembelajaran Kimia Sebelum, Selama dan Sesudah Pandemi

Identification of Chemistry Learning Before, During, and After the Pandemic

Penelitian ini bertujuan untuk menjawab bagaimana dampak pandemi terhadap hasil belajar, penguasaan IT, penguasaan materi dan kreativitas guru dalam pembelajaran kimia dalam masa sebelum, selama, dan sesudah pandemi Covid 19. Peneliti menggunakan pendekatan kualitatif dengan desain penelitian lapangan atau grounded theory design dengan menerapkan metode deskriptif. Metode pengumpulan data dilakukan dengan melakukan kuesioner, wawancara dan menggunakan daftar nilai. Data hasil kuesioner dianalisis secara deskriptif dengan tabel frekuensi. Hasil tersebut digunakan sebagai acuan dalam mengumpulkan data melalui wawancara. Wawancara dilakukan secara berulang sampai diperoleh kejenuhan data. Hasil transkrip wawancara kemudian dianalisis dengan melakukan pengkodean terbuka dengan membuat catatan. Hasil koding terbuka dikelompokkan sesuai dengan kategori. Kategori yang diperoleh kemudian dibandingkan untuk mencari hubungan antar kategori. Hal ini juga dilakukan pengecekan ulang terhadap hasil kuesioner dan daftar nilai sehingga diperoleh hasil yang menguatkan penelitian sebelumnya. Hasil penelitian menguatkan teori Christensen tentang distruptive innovation dimana untuk mengatasi adanya distrupsi guru melakukan aksi dengan meningkatkan penguasaan teknologi informasi dan kreatifitas, sehingga kemampuan teknologi siswa meningkat dimana aplikasi yang sederhana dan mendukung pembelajaran kimia masih digunakan sesudah pandemi serta mendukung teori kontruktivisme Piaget dimana dimensi procedural lebih bermakna jika siswa melakukan praktikum sendiri, bukan hanya melihat video tutorial praktikum. Selama pandemi terjadi penurunan penguasaan materi kimia terutama pada dimensi konseptual, procedural. 

This study aims to answer how the impact of the pandemic on learning outcomes, IT mastery, material mastery and teacher creativity in chemistry lessons before, during and after the Covid 19 pandemic. Researchers used a qualitative approach with a field research design or grounded theory design by applying a descriptive method. Methods of data collection is done by conducting questionnaires, interviews and using a list of values. Questionnaire result data were analyzed descriptively using frequency tables. These results are used as a reference in collecting data through interviews. Interviews were carried out repeatedly until data saturation was obtained. The results of the interview transcripts were then analyzed using open coding and taking notes. Open coding results are grouped according to category. The categories obtained are then compared to look for relationships between categories. This was also carried out by re-checking the results of the questionnaire and list of values ​​in order to obtain results that corroborate previous research. The results of the study strengthen Christensen's theory of disruptive innovation where to overcome the existence of disruption teachers take action by increasing mastery of information technology and creativity, so that students' technological abilities increase where applications that are simple and support chemistry learning are still used after the pandemic and support Piaget's theory of constructivism where the procedural dimension is more meaningful if students do their own practicum, not just watch practicum tutorial videos. During the pandemic, there was a decrease in mastery of chemical material, especially in the conceptual and procedural dimensions.