ABSTRAK
Tujuan dalam penelitian ini adalah untuk: (1) menghasilkan instrumen
model testlet sebagai instrumen pendeteksi kesulitan belajar kimia peserta didik
kelas X SMA sesuai tahapan penelitian pengembangan; (2) menentukan
karakteristik butir soal instrumen pendeteksi kesulitan belajar kimia kelas X
menggunakan model testlet; (3) mendapatkan profil belajar individu peserta didik
untuk mendeteksi kesulitan belajar kimia peserta didik.
Penelitian ini merupakan penelitian dan pengembangan model Akker
dengan tahapan: (1) pemeriksaan pendahuluan (preliminary investigation); (2)
penyesuaian teoritis (theoretical embedding); (3) uji empiris (empirical testing);
dan (4) proses dan hasil: dokumentasi, analisis dan refleksi (documentation,
analysis, and reflection on process and outcome). Teknik analisis data yang
digunakan adalah deskriptif kualitatif dan kuantitatif. Data kualitatif diperoleh
dari: (1) validasi oleh tim ahli yaitu guru mata pelajaran kimia dan dosen Program
Studi Pendidikan Kimia FKIP UNS; (2) uji coba skala terbatas dengan subjek
peserta didik kelas XI IPA SMA Negeri 2, SMA Negeri 5, dan SMA Batik 2
Surakarta; dan (3) angket respon guru terhadap program profil belajar individu
peserta didik. Data kuantitatif yang diperoleh dari uji coba skala luas dengan
subjek peserta didik kelas X SMA Negeri 2, SMA Negeri 5, dan SMA Batik 2
Surakarta digunakan untuk menentukan karakteristik butir soal.
Berdasarkan hasil penelitian dapat disimpulkan bahwa: (1) penelitian ini
menghasilkan instrumen pendeteksi kesulitan belajar kimia kelas X menggunakan
model testlet pada bab Struktur Atom dan Sistem Periodik Unsur yang terdiri dari
butir soal dan program analisis datanya; (2) karakteristik butir soal instrumen
pendeteksi kesulitan belajar kimia kelas X model testlet memiliki validitas isi
Aiken dengan rentang 0,76-1 yang berarti soal memiliki validitas isi baik;
reliabilitas sebesar 0,83 yang berarti soal memiliki reliabilitas tinggi; persentase
soal dengan daya beda baik sekali sebesar 47,91%, baik 12,5%, cukup 18,75%,
jelek 20,83%; persentase soal dengan tingkat kesukaran sukar 4,17%, sedang
50%, mudah 45,83%; kunci jawaban 70,83% efektif; dan 93,75% butir soal sudah
memiliki pengecoh yang efektif. (3) profil belajar individu peserta didik dapat
memberi laporan yang informatif mengenai kemampuan dan kesulitan belajar
kimia peserta didik.
Kata Kunci: Penelitian Pengembangan, Kesulitan Belajar Kimia, Testlet, Struktur
Atom dan Sistem Periodik Unsur, Profil Belajar.
ABSTRACT
The aims of this research were to: (1) produce a testlet models instrument
as learning difficulties diagnostic instrument in chemistry for tenth high school
according to the stages of research development. (2) determine the characteristics
of the diagnostic instrument items for learning difficulties in chemistry for tenth
grade high school using testlet models. (3) get the individual learning profile of
students to diagnose learning difficulties in chemistry.
This research was a research and development which was developed using
Akker models with the following stages: (1) preliminary investigation; (2)
theoretical embedding; (3) empirical testing; and (4) documentation, analysis, and
reflection on process and outcome. The data analysis technique was descriptive
qualitative and quantitative. The qualitative data were obtained from: (1)
validation by a team of experts which consist of high school chemistry teachers
and lecturers of Chemical Education at Sebelas Maret University (UNS); (2)
limited scale trial with the students of eleventh sience program in SMAN 2,
SMAN 5, and SMA Batik 2 Surakarta as the subjects; and (3) questionnaire of
teachers responses to program of student’s individual learning profile.
Quantitative data were obtained from large-scale trial with the students of tenth
class SMAN 2, SMAN 5 and SMA Batik 2 Surakarta as the subjects were used to
determine the characteristics of the items.
Based on the results of this study, it can be concluded that: (1) this
research produces diagnostic instrument of learning difficulties in chemistry for
tenth grade high school using testlet models at Atomic Structure and Elements of
the Periodic System chapter that consist of the test items and data analysis
programs. (2) items characteristics has Aiken’s content validity with a range of
0.76 to 1, which means that items have good content validity; the reliability of
0.83, which means that items have high reliability coefficient; the percentage
about discriminating power: excellent 47.91%, 12.5% good, fairly 18.75%,
20.83% poor; the percentage about difficulty index: difficult 4.17%, medium
50%, easy 45.83%; key effectiveness 70,83% and 93,75% items have effective
distractors. (3) the student’s individual learning profile can provide informative
report about the ability and learning difficulty in chemistry.
Key Words: research and development, RnD, learning difficulties, Testlet,
Atomic Structure and Elements of the Periodic System.