Differentiated Learning: Analysis of Students’ Chemical Literacy on Chemical Bonding Material through Culturally Responsive Teaching Approach Integrated with Ethnochemistry

Abstract

This study aims to obtain information and analyze the chemical literacy profile of class X students of one of public high school in Surakarta on chemical bonding material after carrying out differentiation learning with Culturally Responsive Teaching integrated with ethnochemistry. This research used descriptive qualitative approach with post-test only design. The research was conducted on 36 students of class X at one of public high school in Surakarta during 2 meetings. The results of the study showed that the literacy level of students after learning was carried out there were 25% of students classified as high, 56% classified as medium, and 19% classified as low. Based on the results of the analysis on each indicator of chemical literacy, students showed very good levels on all indicators, namely content, context, high-level learning skills, and affective. Therefore, the level of chemical literacy of students is classified as good after learning is differentiated with Culturally Responsive Teaching integrated with ethnochemistry because learning becomes contextual, meaningful, and in accordance with student learning readiness.Penelitian ini bertujuan untuk memperoleh informasi dan menganalisis profil literasi kimia siswa kelas X salah satu SMA Negeri di Surakarta terhadap materi ikatan kimia setelah melakukan pembelajaran diferensiasi dengan Pengajaran Responsif Budaya yang terintegrasi dengan etnokimia. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan post-test only design. Penelitian dilakukan terhadap 36 siswa kelas X di salah satu SMA Negeri di Surakarta selama 2 pertemuan. Hasil penelitian menunjukkan bahwa tingkat literasi siswa setelah pembelajaran dilakukan terdapat 25% siswa tergolong tinggi, 56% tergolong sedang, dan 19% tergolong rendah. Berdasarkan hasil analisis pada masing-masing indikator literasi kimia, siswa menunjukkan kadar sangat baik pada semua indikator, yaitu konten, konteks, keterampilan belajar tingkat tinggi, dan afektif. Oleh karena itu, tingkat literasi kimia siswa yang tergolong baik setelah belajar dibedakan dengan Pembelajaran Budaya.