e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) ANALYSIS OF LEARNING DIFFICULTIES OF SENIOR HIGH SCHOOL STUDENTS IN LEARNING ATOMIC STRUCTURE Bernabas Bio, I Nyoman Suardana, I Made Kirna Chemistry Education Department Ganesha University of Education Singaraja, Indonesia e-mail: [email protected], [email protected], [email protected] Abstrak Penelitian ini merupakan penelitian deskriptif yang bertujuan untuk menganalisis kesulitan belajar siswa Kelas X di SMA Katolik Santo Paulus Singaraja pada topik struktur atom dan faktor-faktor penyebabnya. Data dikumpulkan dengan menggunakan kuesioner dan pedoman wawancara. Data dianalisis secara deskriptif dengan memberi skor pada setiap jawaban angket kemudian menghitung persentase terhadap jawaban sangat setuju dan setuju. Hasil penelitian menunjukkan: (1) beberapa kesulitan belajar siswa dalam mempelajari materi struktur atom, yaitu menentukan kelemahan dan kelebihan masing- masing model atom (88,7%), menganalisis percobaan Rutherford (86,7%), menuliskan lambang nuklida sebuah unsur (83,3%), percobaan sinar katoda (80%), membedakan antara model atom yang satu dengan yang lainnya (70%), menjelaskan masing-masing model atom (63,3%), mengelompokkan unsur-unsur ke dalam kelompok isotop, isobar, dan isoton (63,3%), menuliskan konfigurasi elektron dari ion (60%), menuliskan konfigurasi elektron unsur netral (56,7%) dan menjelaskan isotop, isobar, dan isoton (53,3%); (2) beberapa faktor penyebab kesulitan belajar siswa, yaitu karakteristik konsep yang bersifat abstrak (77,8%), kebiasaan siswa mengabaikan gambar (76,7%), kebiasaan belajar siswa untuk menghafal (73,3%), kurangnya media pembelajaran (66,7%), dan sumber belajar (53,3%). Kata Kunci: kesulitan belajar, kesulitan belajar kimia, struktur atom, analisis kesulitan belajar Abstract This research was a descriptive research that aimed to analyze learning difficulties of students at grade X at SMA Katolik Santo Paulus Singaraja and its factors in learning atomic structure. The data were collected by using questionnaire and interview guide. The data were analyzed descriptively by giving score to each respond of students and calculating the percentage of students’ answers which were consisted of strongly agree and agree. The results of research showed: (1) several students’ difficulties, namely in explaining the weakness and strangeness of each atomic model (88.7%), analyzing Rutherford’s experiment (86.7%), writing nuclide symbols (83.3%), analyzing cathode ray tube experiment (80%), distinguishing among atomic models (70%), classifying elements into group of isotopes, isobars, and isotones (63.3%), explaining atomic models (63.3%), writing electron configuration of ionic (60%), writing electron configuration of neutral element (56.7%) and explaining isotopes, isobars, and isotones (53.3%); (2) several factors affecting learning difficulties of students, namely abstract concept (77.8%), learning habits for ignoring the picture (76.7%), learning habits for memorizing (73.3%), lack of learning media (66.7), and lack of learning resources (53.3%). Keywords: Learning Difficulties, Chemistry Learning Difficulties, Atomic Structure 107 107 e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) INTRODUCTION students have low interest to study subjects Atomic structure is a chemistry topic that are included in the natural sciences which is learned at grade X SMA/MA at old program, namely Chemistry, Physics, and semester. This topic is regarded as the Biology. It can only be learned in class X, difficulty topic. Zoller, 1990; Harrison and including the Chemistry subject. Thus it can Treagust, 1996 in Sirhan (2007) reported be said that the students' interest in SMA K that atomic structure was one difficult topic St. Paulus to study Chemistry is lower. for studentss. This is because of most Based on information obtained by concepts in atomic structure related to the researchers, students of grade X of this abstract concepts which make the studentss school have low learning achievement in the feel difficult to learn. Chemistry subjects, especially in studying Nowadays, any assumption of most atomic structure. Mostly students (57%) students toward atomic structure topic as have score below the minimum criteria that the difficult topic and make them boring. has been determined by the chemistry According Kurniawan (2006) this is due to: teacher on the topic of atomic structure that (1) mostly senior high school students is equal to 76. Moreover, students in these cannot think abstract, (2) the luck of the schools also have lack of motivation to using of learning media about atomic study including in the study of chemistry. structure, (3) methods for delivering For example, when the teacher explains to material are monotonous, less interesting the class, there are many students who and not associated with the technological seriously follow and understand the subject advances that exist or are not associated matter, but there are also some students with daily life make students bored and who do not follow it seriously so do not tired, (4) students’ engagement in the understand the subject matter. In the learning process are not optimal or the lack discussion groups, only some students who of a learning experience in learning atomic participate actively and the others tend to be structure topic . passive students. Thus, when the exercise Difficulties on the topic of atomic session, the students who follow the structures was found in grade X at SMA learning process seriously can do it, but the Katolik Santo Paulus (SMA K St. Paulus) students who do not follow the learning Singaraja at academic year 2013-2014. This process cannot do it. school is located at Kartini street No. 1 This indicates that students are still Singaraja-Bali. Based on its location, the having difficulties in studying atomic school is very strategic to the sustainability structure. Generally, this material has of the Teaching and Learning Process several characteristics as follows: (1) an (TLP). However, it is not a guarantee of a abstract concepts (invisible), i.e. about quality of education because there are other electrons, protons, neutrons, isotopes, factors that influence the learning process. isobars, isotones, and model of the atom; A few years ago, this school is one of the (2) understanding of the concept, i.e. the favorite school in Buleleng regency. But configuration rules and atomic theory; (3) lately, the school the achievement the application of the concept, i.e. electron decreased. Therefore it is very necessary to configuration of elements. These be more serious attention from peoples to characteristics of the atomic structure topic improve the school achievement. can be as one of the affecting factor of Based on the information obtained, students' learning difficulties. the last few years the school did not have Learning difficulties experienced by Natural Sciences Program. This is due to students can be interpreted as a difficulty of lack of supporting facilities for natural students in receiving or absorbing a lesson sciences program, such as laboratory tools on atomic structure. If learning difficulties and materials included in it. In addition, the are ignored, then the learning objectives will 108 e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) not be achieved perfectly and can affect subject needs to be learned for the specific students’ achievement. Kirk and Gallagher aims, namely provide knowledge, (in Riani, 2007:33) stated that “learning understanding, and abilities for students that difficulties always causes students do not are required for following the high level of achieve their academic field, their failure in education as well as for developing achievement does not really mean that the sciences and technology. The goals of students are not capable in learning, but chemistry subject can be achieved by many factors influence it”. students through various approaches, Generally, there are two major namely inquiry approach in form of scientific factors affecting learning difficulties, namely inquiry process. The process of scientific (1) internal factors (from students itself), inquiry aims to foster the ability to think, including; intellectual ability, affection work and behave and communicate (feeling and self confidence), motivation, scientific as one of the important aspects of maturity for learning, learning habits, life skills. Therefore, learning chemistry recalling ability, and sensing ability; and (2) emphasizes providing direct learning external factors (from outside of students experience through the use and itself), including teacher, learning quality, development of science process skills and learning instruments or facilities, family attitudes (BNSP, 2006: 177). environment, and society environment. For Nowadays, the chemistry subject is overcoming these difficulties, the students considered as a difficult subject. Most of need the solution and help especially in people especially the students think that overcoming their learning obstruction. The chemistry is very difficult to be learned. learning difficulties should be introduced Sometimes, they feel afraid to learn and be overcome as soon as possible so chemistry. Carter & Brickhouse (1989, in that the instructional goals can be achieved Nahum, 2004) stated that many students as well as