i

LAPORAN PENELITIAN

KERJA SAMA INTERNASIONAL PROGRAM STUDI

DEVELOPMENT OF CHEMISTRY PRACTICAL SKILL ASSESSMENT MODELS FOR

SENIOR HIGH SCHOOL

Oleh:

Dr. rer. nat. Senam, M.Si./NIP. 19670306 199203 1 011

Drs. Jaslin Ikhsan, M.App.Sc., Ph.D./NIP. 19680629 199303 1 001

Dr. Drs. Crys Fajar Partana, M.Si./NIP. 19631230 198901 1 001

Prof. Dr. Nurfina Aznam, SU./NIP. 19561206 198103 2 002

Agung Nugroho Catur Saputro/NIM. 18707261001

LEMBAGA PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT

UNIVERSITAS NEGERI YOGYAKARTA

TAHUN 2020

ii

PREFACE

Praise and gratitude we pray to Allah SWT for all his blessings and guidance, so that

the report of this research for international cooperation entitled Development of Chemistry

Practical Skills Assessment Models for Senior High School is completely written without any

obstacles.

This study was carried out to develop a chemistry practical skills assessment model for

senior high school students whose practical aspects have not received adequate attention by

chemistry teachers in determining student grades. This is categorized in to research and

development type and done in the province of Special Region of Yogyakarta.

We realize that this report is far from perfect. For this reason, constructive feedback

and suggestions are very welcome.

Yogyakarta, 25 November 2020

Head of Team,

Dr.rer.nat. Senam

NIP 196703061992031011

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LEMBAR PENGESAHAN

iv

ABSTRACT

Chemistry learning in senior high school is carried out through theoretical learning in

the classroom followed by practicum in the laboratory. Assessments conducted by teachers

are more dominant based on the results of chemical knowledge tests that have not considered

scores on the assessment of practical skills in the laboratory. In this case, it is necessary to

develop a chemistry practical skills assessment models, which the results are used to

determine the student's final score. For this reason, this study aims: 1) to develop chemistry

practical skills assessment models for students in senior high schools; 2) to find out the

appropriateness of the chemistry practical skills assessment model for students in senior high

school; and 3) to find out the effectiveness of the chemistry practical skills assessment model

in senior high school.

The goal of this research is to develop chemistry practical skills assessment model. The

method used in this research is research and development (R&D). The product in the form of

chemistry practical skills assessment model is used to assess the learning of chemistry in

Grade X Senior High School students. The assessment model developed includes projects,

observations, and portfolio. The development model used is adapted from the Borg and Gall

model (1983: 772-775) with ten development steps, namely: (1) information gathering; (2)

planning; (3) development of initial forms of product; (4) preliminary field trials; (5) major

product revisions; (6) main field trials; (7) product revisions to the main field test; (8)

operational field testing; (9) revision of the final product; and (10) product dissemination and

implementation. The preliminary study consist of two activities, which are literature review

and field survey. The planning phase consists of two activities, which are analysis of

competency standards and basic competencies, then determination of learning objectives. The

product development phase consists of three activities, which are determination of practical

skills criteria, product development of practical skills assessment model, and development of

scoring rubrics. Phase of product validation consists of three steps, namely development of

research instruments, product validation by an assessment expert, and revision I. Phase of

trial includes four steps, which are limited trials, revision II, more extensive trials, and

revision III. Phase of dissemination will be consisting of two steps, they are finalize the

product, and product dissemination. The field survey activity involved 5 senior high school

grade X chemistry teachers in the Special Region of Yogyakarta and 25 students from 5

districts (cities of Yogyakarta, Sleman, Bantul, Kulonprogo and Gunungkidul). Product

validators are 5 experts. Data collection methods in this study were carried out by

observation, interviews and questionnaires. The respondents consist of teachers, senior high

school students and experts. Interview and questionnaire methods were used in phase of

preliminary study. The questionnaire is used to collect data in phase of validation, trial, and

dissemination. Data analysis included validity, reliability and test ability. The data analysis

will use quantitative and qualitative descriptive.

The results of this study namly: 1) an instrument for practical skills assessment in

chemistry for the topic acid-base has been developed for assessing the ability of chemistry lab

work in high school; 2) the suitability of the high school chemistry practical skills assessment

model is only based on validation from the validator and input from the high school

chemistry teacher, however after the high school chemistry learning process runs face-to-

face, empirical validation will be carried out; and 3) The effectiveness of the chemical

practical skills assessment instrument for assessing the chemical practical skills of high

school students cannot be known empirically, because the developed instruments have not

been tested empirically.

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TABLE OF CONTENTS

COVER PAGE ………………………………………………………..……....................... i

PREFACE ….………………………………………………………...……........................ ii

ENDORSEMENT PAGE ………..……………………………..…………....................... iii

ABSTRAK DAN SUMMARY ..……………………………………..……....................... iv

TABLE OF CONTENTS …………………………………………………........................ v

LIST OF TABLES ………..………………………………………..………...................... vi

CHAPTER I INTRODUCTION ………......………………..…………....................... 1

CHAPTER II LITERATURE REVIEW ………..…...…………..…..…....................... 7

CHAPTER III RESEARCH METHODE ………………………………....................... 18

CHAPTER IV RESULTS AND DISSCUSSION ............................................................ 23

CHARTER V CONCLUSION ........................................................................................ 38

REFERENCES ……………………………..………………………………....................... 39

APPENDIX ......................................................................................................................... 41

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LIST OF TABLES

Table 1 Target of the Research ………………………………………….. 7

Table 2 Distribution of Respondents and Research Location …………... 21

Table 3 List of Questions for Practical Skills Survey ............................... 23

Table 4 Basic Practical Skills Assessment Instrument Development ....... 24

Table 5 Practical Skills Instrument Grid ................................................... 26

Table 6 Scoring Rubrics for Procedural and Manipulative Skills ............. 30

Table 7 Scoring Rubrics for Observation Skills ........................................ 32

Table 8 Scoring Rubrics for Drawing Skills ............................................. 33

Table 9 Scoring Rubrics for Reporting and Interpretative Skills .............. 34

Table 10 List of Inputs from Validators and High School Chemistry

Teachers ........................................................................................

34

1

CHAPTER I

INTRODUCTION

A. Background

Education is one way to give birth to generations. As stated in the Preamble of the

1945 Constitution that one of the objectives of the Republic of Indonesia is to educate the

life of the nation. This is in line with what has been revealed by the government in the

attachment to the Regulation of the Minister of National Education Number 22 of 2006

dated May 23, 2006 contained in the Chapter Introduction to the Content Standards state

that national education based on Pancasila and the 1945 Constitution of the Republic of

Indonesia functions develop capabilities and shape the character and civilization of a

dignified nation in order to educate the nation's life, aims to develop the potential of

students to become human beings who believe and fear God Almighty, noble, healthy,

knowledgeable, capable, creative, independent, and become democratic and responsible

citizens. To carry out this function the government implements a national education

system as stated in Act Number 20 of 2003 concerning the National Education System.

As part of science, chemistry contributes in educating the community and forming

student characters. Chemistry is a lesson and translation of human experience about the

physical world in an orderly and systematic way, covering all aspects of knowledge

produced through scientific methods, not limited to facts and concepts but also the

application of knowledge and processes that refer to the progress of human thought

patterns. Chemistry is also a knowledge of the universe that is based on data collected

through observations and experiments so that in essence chemistry has dimensions of

scientific products, scientific processes, scientific attitudes, and applications in daily life.

The essence of learning chemistry is not only the mastery of knowledge in the form

of facts, concepts, or principles of chemistry but emphasizes the provision of direct

experience to develop competencies in understanding the natural environment

scientifically through the process of discovery (inquiry). By learning chemistry, students

are expected to be able to study themselves and the natural surroundings, and be able to

apply them in everyday life and be able to solve life problems so as to gain a deeper

understanding of the natural surroundings.

Government regulation No. 20/2003 in the technical section and assessment

instrument was further emphasized that (1) the assessment of learning outcomes by

educators uses various assessment techniques in the form of tests, observations,

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assignments of individuals or groups, and other forms in accordance with the

characteristics of competence and the level of development of students. (2) Test

techniques in the form of written tests, oral tests, and practice tests or performance tests.

This is in line with Minister of Education Regulation Number 20 Year 2007 regarding

Assessment Standards stating that the assessment of student learning outcomes is based on

principles: valid, objective, fair, integrated, open, comprehensive, systematic, criteria-

based, and accountable.

Based on the direction of the 2013 curriculum regarding the elements of assessment

change, it is stated that competency-based assessment, the shift from assessment through

tests (measuring knowledge competencies based on results only), to authentic assessments

(measuring all competency attitudes, skills, and knowledge based on process and results).

Strengthening Benchmark Reference Assessment (Penilaian Acuan Patokan, PAP),

namely the achievement of learning outcomes based on the position of the score obtained

against the ideal score (maximum). Assessment is not only at the level of Basic

Competence (Kompetensi Dasar, KD), but also core competencies and Graduates

Competency Standards (SKL). Encourage the use of portfolios made by students as the

main instrument of assessment.

To get authentic assessment results in the learning process the teacher can get them

through written tests, performance tests, assignments, student work records, observations

and others. In order to obtain the right assessment results that are suitable for developing

students' potentials, an appropriate assessment strategy is also needed. Therefore the

learning outcomes measured do not only cover the cognitive domain, but also include the

affective and psychomotor domains. A good assessment is one that can assess the three

domains. Assessment of learning outcomes is not only related to the end product (end

product) but also the learning process. In principle, assessment must emphasize

assessment on student learning outcomes and processes. Therefore it is necessary to have

an appropriate assessment model to measure the learning process that includes the three

domains (cognitive, affective, and psychomotor).

Performance assessment is one form of assessment in the field of education. The

performance assessment is expected to be able to minimize the weaknesses of paper and

pencil tests, such as causing excessive anxiety when facing the final semester exam,

categorizing students permanently, not giving freedom to creative students, or

discriminating students from groups minority. Performance needs to be assessed while the

learning process is ongoing. If a performance assessment is carried out on a number of

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students and not designed in advance or done without careful planning of course the

results cannot be accounted, because there is a great chance of inconsistencies in the

assessment score. Thus educators may apply unfairly to a number of students in assessing

their performance. When evaluating, many activities will be clearer if assessed directly,

for example the ability to argue, the skills to use tools and the skills to carry out

experiments. Similarly, in assessing students' attitudes or behavior towards something or

when doing activities.

Slater (1982) states that performance assessments are designed to judge student

abilities to use specific knowledge and research skills. Performance assessment is a design

to assess students in using knowledge and skills in research. According to Hibbar (1997)

states that performance assessment is a series of strategies to represent the results of

knowledge, skills, and work done by students through assignments that are meaningful

and interesting to students. This means that performance assessment is an approach that is

used to measure the condition of students based on the way that is done by students in

carrying out specific tasks (desired). Theoretically when students choose between right

and wrong in a binary choice problem, the student is said to be doing an assignment, even

though the assignment is in the form of a test model assignment. But testers who use

performance assessment have a measurement scheme from the mind that is very different

from multiple choice questions. In fact, tests that only use paper tests and pencils are not

satisfactory enough, forcing educators to use performance assessment procedures.

Performance assessment is considered as an assessment of learning outcomes that

are able to represent the results of students' abilities better than assessments with tests,

with an understanding that performance assessment is an assessment that is closer to the

reality of student ability. The use of performance assessment in learning has several

reasons, including because of the performance assessment:

1. Concerned with the ability of students to apply their knowledge to observable

performance or products produced;

2. It takes a lot of time to create and implement but produces an assessment format that can

be used repeatedly on the same student or other students;

3. It is possible to diagnose and remediate student performance and map student progress

over time;

4. Focusing learning on student performance.

Performance assessment allows students to interact with their learning environment

and practice their skills. This assignment gives students the opportunity to develop their

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own problems to be solved instead of just accepting ready-made problems. Performance

assessment emphasizes the scientific process so that the atmosphere of learning will be felt

more by students than the atmosphere of conventional tests or assessments. This is very

possible because the assessment of this model requires students to work in a real world

atmosphere instead of sitting down working on test questions. So that it is in line with the

nature of chemistry itself. But in reality on the ground, it is still rare for educators to use

performance assessment. This is because this assessment is considered to require more

time, energy and costs compared to conventional assessments.

The tendency of learning chemistry today is the fact that students only study

chemistry as a product, memorizing concepts, principles, laws, and theories. This situation

is exacerbated by the learning assessment oriented to the National Final Examination

(Ujian Akhir Nasionaol, UAN). As a result, chemistry as an attitude, process, and

application is not touched in the learning process of chemistry. Therefore, it is needed a

way of scoring the process of learning chemistry that can prepare students to master

chemistry and technology, be able to think logically, critically, creatively, be able to argue

properly, and no less important is the ability to think comprehensively in solving various

problems in real life. The existence of innovation and the development of the application

of learning chemistry with performance assessment is an appropriate solution that is

expected to complete the assessment so that it is not just assessing the positive aspects but

also includes all aspects such as affective and psychomotor. Thus students are expected to

have enough knowledge, skills, and noble attitudes in running their lives and solving

educational problems.

Based on this background, we plan to conduct a study entitled “Development of

Chemistry Practical Skills Assessment Models for Senior High Schools”.

B. Identification of Problems

Based on the background, the following problems can be identified:

1. Reality (practice) in the field that currently learning chemistry still emphasizes students

learning chemistry as a product, memorizing concepts, principles, and theories.

2. The assessment process of chemistry learning outcomes is only oriented towards

cognitive aspects and still refers to the end product (end product), which is the National

Final Examination and overrides student learning processes.

3. The process of evaluating chemistry learning outcomes in most schools has not

accommodated and developed the potential of students.

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4. Still rarely educators use practical skill assessment in learning chemistry.

5. The importance of assessments that can measure students' understanding and skills in

applying the knowledge they have acquired.

C. Limitation of Problems

Based on the identification of the problems, this study is limited to problem number

four and five, namely: the process of evaluating chemistry learning outcomes in most

schools still rarely use practical skills assessment and the importance of applying practical

skills assessment to measure students' understanding and skills to be more meaningful and

able applied in real life.

D. Formulation of the Problem

The formulation of the problem that will be solved through this research is as

follows:

1. How to develop a models of chemistry practical skills assessment for chemistry learning

in senior high school?

2. How to find out the appropriateness of the practical skills assessment models in

chemistry learning for the students in senior high school?

3. How is the effectiveness of the practical skills assessment model for chemistry learning

in senior high school?

E. Research Objectives

The objectives of this study are:

1. To develop practical skills assessment models in chemistry learning for students in

senior high school.

2. To find out the appropriateness of the practical skills assessment models in chemistry

learning for the students in senior high school.

3. To find out the effectiveness of the practical skills assessment models for assesing

chemistry learning in senior high school.

F. Research Benefits

The benefits of the research namely:

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1. For students, it is expected to be a means of developing relevant assessments in

chemistry subjects that not only emphasize the cognitive aspects but also the affective or

psychomotor aspects of students.

2. For teachers, can be a reference and consideration in the application of learning

assessment with authentic assessment in an effort to improve the quality of learning.

3. For researchers in the field of education, the results of this study are expected to add to

the literature in the field of education and become a reference for further research.

G. Research Priority

Priorities of this research are:

1. Knowing the achievements of the use of practical skill assessment models in improving

the quality of chemistry learning in senior high schools.

2. Knowing the effectiveness and appropriateness of the model of practical skill assessment

models for chemistry learning in senior high schools.

H. Research Targets

Table 1. Target of the Research

Nu Activities Products

1 Preliminary study and

development

Product practical skill assessment model

of chemistry learning in senior high

school.

2 Validity and revice Product practical skill assessment model

of chemistry learning in senior high

school, that has been validated and

revised.

3 Dissemination The final product of chemistry practical

skill assessment model in senior high

schools.

I. Research Constribution

Constributions of this research are:

1. The development of practical skill assessment model is expected to be used as a means

of developing relevant assessments in chemistry subjects that not only emphasize the

cognitive aspects but also the affective and psychomotor aspects of students at the senior

high school.

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2. The product of practical skill assessment model in this study can be a reference for

learning assessment in an effort to improve the quality of learning chemistry and other

subjects.

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CHAPTER II

LITERATURE REVIEW

A. Theoritical Review

1. Performance Assessment

The terms related to performance assessment are alternative assessment and

authentic assessment. The term authentic assessment is used to describe performance

assessment because its assessment tasks are closer to real life. The term alternative

assessment is used for performance assessment because it is an alternative to traditional

assessment in the form of a written test.

Education and assessment in the 21st century should be able to prepare students to

continue in college and their careers. Students should be able to find, evaluate,

synthesize, and use knowledge in new contexts, analyze and solve unusual problems,

and produce findings and solutions. It also requires students to be able to develop their

opinions, problem solving, design, and communication skills. This ability is known as

the "21st century skill".

For some people, performance assessment is easily defined as a test that is not

multiple choice. In performance assessment, not choosing answers that have been

given, but students must construct answers, produce products, or show an activity.

From this perspective, performance assessment covers a very wide range of activities,

from completing sentences with short sentences (short answers), writing with analysis

(essays), to conducting and analyzing investigations in the laboratory (hands-on).

Because it allows students to build and shape a response, rather than just knowing the

correct answer from the choices provided, performance assessment can measure

students' thinking and reasoning abilities, and their ability to apply their knowledge to

solve meaningful problems in life.

Student learning outcomes in schools should include cognitive, affective, and

psychomotor aspects. Assessment is the process of interpretation and making

judgments about the information resulting from the assessment. An assessment is said

to be authentic if it involves students in tasks that are useful, significant, and

meaningful. Such an assessment is seen and felt more by students as a learning activity

and not like a traditional test. Authentic assessment measures various abilities in

contexts that are very similar to actual situations. Materials and assessment processes

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are designed as natural as possible (Pearson & Valencia, 1987; AERA, 1999; Anonim,

1997).

Authentic assessment is an assessment that measures directly the appearance of

actual students (actual performance) for certain tasks. Performance assessment can be

done by systematic observation, portfolios, performance, self-assessment or between

friends, brief investigations, and open-response questions (Marzano et al., 1994).

Activities are authentic if it allows students to interact with their learning environment

and practice their skills. Muller (2006) states that authentic assessment is a form of

assessment in which students are asked to display assignments in real situations that

demonstrate the application of essential knowledge and skills that are meaningful.

Performance assessment according to Wiggins (Merickel, 1998) aims to test the

ability of students in displaying knowledge and skills in a variety of realistic situations

and contexts. The application of authentic assessment is seen as complicated because it

requires more time, energy and money. So educators are less interested in authentic

assessment. When in fact the authentic assessment is an assessment that supports,

especially in chemistry learning because what is measured is not only the cognitive

product of students but also the processes and skills of students.

In authentic assessment things that need to be considered include the preparation

of tasks (assignments) and assessment criteria (rubric).

a. Preparation Tasks

The task given in authentic assessment is not only in the form of written test

assignments, but also tasks that involve students to perform and display authentically

and which might be faced in the real world.

Barron (Marzano, 1994) suggests five task criteria for authentic assessment,

namely:

1) The task is meaningful both for students and for teachers;

2) Tasks are arranged together or involve students;

3) The task requires students to find and analyze information as well as drawing

conclusions about it;

4) The task asks students to clearly communicate the results;

5) The task requires students to work or do.

The authentic assessments given to students can be in the form of:

1) The multiple-choice test is expanded by giving reasons for the selected questions;

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2) Interview;

3) Observation;

4) Group assignments or individual assignments;

5) Portfolios;

6) Project;

7) Demonstrations; and

8) Experiments.

b. Rubric Assessment Criteria (Rubric)

Rubric is a scoring tool that lists criteria for a job or assignment. According to

Zainul (2001: 19-30) in assessing the rubric can be seen from:

1) How far apart the rubric (obviously directly related to the criteria being assessed);

2) To what extent the rubric covers the overall dimensions of performance assessed;

3) Whether the selected criteria use generally accepted standards in the area of assessed

performance;

4) The extent to which the dimensions and scales used are well defined;

5) If using a numerical scale the extent to which the numbers used is indeed fair has

illustrated the differences from each performance category;

6) How far apart the score produced by different raters;

7) Are the rubrics used understood by students;

8) Is the rubric fair enough and free of bias;

9) Is the rubric easy to use, practical enough, and easy to administer.

2. Project Based Assessment

Project-based assessment or assessment of project assignments, is one type of

performance assessment that gives students the opportunity to explore more deeply on a

knowledge. Students are given the trust by the teacher to make a product and then

demonstrate the product of his work and the manufacturing process in front of his

peers. The teacher's activity is to assess both the process and product of his student

project assignments, using clearly defined criteria to evaluate the quality of student

work.

Project-based assessment is an activity assessment of a task that must be

completed within the allotted time. Project tasks start from planning, data collection,

organizing, processing and presenting data. Project assignment activities are one of the

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best ways to involve students in problem solving because they stimulate students to

think and act scientifically from problems that intersect with the real world. Project

assignments also provide opportunities for students to explore scientific ideas and relate

them to the latest technology. Projects can actively involve students and find new

situations that can encourage students to find a problem that can lead them to formulate

hypotheses that require further investigation.

As with other performance assessments, project-based assessment also includes

two components, namely the assignment of the project itself and a clear rubric for

scoring. The making of rubrics must be based on the stated learning objectives (Nitko

& Brookhart, 2011: 246)

Project tasks can be given individually, in groups, or in combination between

individuals and groups. According to Nitko & Brookhart (2011: 250-251), individual

project assignments require students to apply and integrate abilities and knowledge that

includes many things to be able to complete their assignments. In addition, to get

optimal results, students need to explore their creativity, originality, and artistic taste.

Project assignments as a group require two or more students to work together on a

long-term project. The main purpose of group project activities is to evaluate whether

students can work together and appropriately to produce high-quality products.

Learning objectives in group projects depend on the subject matter and the level of

students being assessed. To assess students' learning abilities as a group, scoring rubrics

are used (Nitko & Brookhart, 2011: 251).

Giving assignments in the form of projects can be done by combining individual

and group project assignments. A group of students can complete the task in a long

period of time together, then after the group activities are finished, students prepare

their reports individually. This combination approach is useful if the project is complex

and requires collaboration to combine some of the talents possessed by students to

complete within a certain target time, while learning objectives require that individual

students have the ability to prepare final reports, interpret results, and so on. Slavin

(Nitko & Brookhart, 2011: 252) state that regarding cooperative learning, indicates that

students get the most gains when learning settings are carried out in a combination of

group achievement and individual accountability.

Students will need several weeks to complete a project, so the teacher is more

difficult to control student activities as a whole. Specific strategies are needed to be

able to carry out assignments in the form of projects so that information can be obtained

12

about the abilities and skills of students after learning activities. Brookhart & Nitko

(2007: 181) suggests a strategy for carrying out project assignments, including:

a. Controlling students individually to ensure that they are making progress and

keeping them focused on completing the project;

b. Monitor the processes and procedures used by students to ensure that they can

achieve their learning targets with the project being carried out;

c. Explain the results expected by the teacher, in the sense that students must know

clearly about the purpose of making the project (learning objectives to be assessed);

d. Clarify the standards that will be used in assessing the project, allow students to

participate in determining the assessment standards and determine the timeline for

preparing the project;

e. Minimizing the opportunity for plagiarism, and emphasizing that each student must

complete his work as best as he can.

There are three appraisal emphases of project assignments, namely the emphasis

in the process, product, and combination of processes and products.

a. Emphasis on Process

When emphasizing the process, project-based assessment activities can be

used as a means to develop and monitor student skills in planning, investigating, and

analyzing projects provided by the teacher. Thus, with project assignment activities,

teachers can more easily assess the affective and psychomotor domains of students

more validly and thoroughly. Assessment that can be done by the teacher is about

the ability of students in planning a project, organizing investigations, and the ability

to work together (if the project is assigned in groups).

b. Emphasis on Products

The emphasis on the product can be used as one of the summative

assessments, namely with the product as a reference in project assignment

assessments. The weakness of the project assignment activities that are emphasized

on the product is the difficulty of the teacher to control whether the products made

by students are truly original or not. However, indeed the assessment will be easier

than the assessment process. Teachers can assess the ability of students to collect

data, analyze the results or products of projects that have been made, as well as the

ability of students to communicate the results of their products (for example with

presentations or exhibitions).

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c. Emphasis on Process and Product

More comprehensively, project assignment assessments can be carried out

both products and results. The assessment of project assignments on processes and

products certainly gives a clearer sketch of the abilities and skills of students, but

requires teachers to be able to assess properly. In project assignments, assessments

are carried out with rubrics, so a valid rubric is needed to be used as a reference for

assessing project based assessment activities that have been carried out.

1) Portfolio

Portfolio-based assessment or portfolio-based assessment began to be

introduced in the world of education in Indonesia in 2004 when the emergence of

competency-based curriculum in 2004. Etymologically, a portfolio can be

interpreted as a collection (documents, files, bundles) physical evidence about

activities (Suherman, 2013). Portfolio-based assessment is a systematic and

logical approach to assessing and evaluating students in a comprehensive,

objective, accurate, and in accordance with the evidence (documents) of the

students (Arifin, 2010). Gillespie et al (Davies & Le Mahieu, 2003) say that

portfolio assessment is a purposeful, multidimensional process of collecting

evidence that illustrates a student's accomplishments, efforts, and progress

(utilizing a variety of authentic evidence) over time.

Portfolio assessment is an assessment that has the intention to collect facts

or information from the results of intelligence, work and effort made by students.

So the portfolio means a collection of physical evidence of activity-performance

(individuals, groups, or institutions) as authentic data carried out by the

concerned. Portfolio assessment is a way of evaluating performance and work, so

that all activities carried out can be valued.

In learning, especially chemistry education, assessment is not only in the

positive domain but also in the psychomotor and affective domains. With this

portfolio-based assessment, it is possible to have an assessment in terms of

processes and products so that student learning outcomes will be more

meaningful and valued.

As an assessment instrument, the portfolio is focused on documents about

productive student work, which is 'evidence' about what students can do, not what

14

students cannot do (answer or solve). For teachers, the portfolio presents insights

on many aspects of student development in learning such as ways of thinking,

understanding of the subject matter, the ability to express ideas, attitudes towards

the subject matter, and so on. The assessment portfolio is not just a collection of

student work, but a collection of performance results that students intentionally

do to show evidence of competence, understanding, and student achievement in

certain subjects. Portfolios are also a collection of information that teachers need

to know as consideration in determining steps to improve learning, or increase

student learning.

Student portfolios for assessment are collections of student products, which

contain various types of student work, for example:

a) The results of a student's project, investigation, or practice, presented in

writing or with a written explanation;

b) Pictures or reports of student observations, in order to carry out assignments

for the subject concerned;

c) Analysis of the situation relating to or relevant to the subject matter

concerned;

d) Descriptions and problem-solving diagrams, in the subject matter;

e) Report on the results of investigations about the relationship between

concepts in subjects or between subjects;

f) Settlement of open questions;

g) The results of a typical homework assignment, for example in a different way

to the way taught at school, or in a different way from the way the classmates

choose;

h) Group work report;

i) Student work results obtained using video recording equipment, audio

recording equipment, and computers;

j) Photocopy of certificate or certificate of appreciation that has been received

by the student concerned;

k) The work in the subject concerned, which is not assigned by the teacher (at

the student's own choice, but relevant to the subject matter);

l) Stories about students' enjoyment or displeasure with the subject concerned;

m) Stories about students' own efforts in overcoming psychological obstacles,

or attempts at self-improvement, in studying the subject matter concerned;

15

n) Reports on students' attitudes toward learning

2) Learning Science

The learning process can be modeled as a system. Something is considered

a system if the problem consists of learning process input components, learning

process components, and learning process output components.

Sukardjo (2012) states that learning science has four dimensions, namely

attitudes, processes, products and applications.

a) Attitude

Relating to curiosity about objects, phenomena, nature, living things, and

causal relationships that cause new problems that can be solved through

correct procedures.

b) Process

Relating to problem solving procedures using scientific methods which

include formulating hypotheses, designing, and carrying out investigations,

collecting and analyzing data, and drawing conclusions.

c) Product

Science products include concepts, principles, laws and theories.

d) Application

Relating to the application of scientific methods and scientific products

in everyday life.

The process of learning science is not only aimed at mastering some

knowledge as a product of science, but also must provide sufficient space for the

development of scientific attitudes, practice in the process of problem solving,

and the application of science (especially chemistry) in the real world. The

tendency of the process of learning science today is the fact that participants do

not only study science as a product, memorizing concepts, principles, laws, and

theories. This situation is made worse by exam-oriented learning. As a result,

science as an attitude, process, and application is not touched in the process of

learning science. Therefore, it is needed a way of learning science that can

prepare students to master science and technology, be able to think logically,

critically, creatively, be able to argue properly, and no less important is the ability

to think comprehensively in solving various problems in real life .

16

4. Characteristics of High School Students

Senior High School students scientifically have different characteristics. Various

characteristics of students affect how the results of the implementation of learning

designs that have been designed. For this reason, getting to know the characteristics of

students is very important in the learning process. By knowing the characteristics of

students, can know the quality of individuals and become a guide in managing learning

strategies.

A person's cognitive structure develops in a fixed order, characterized by the

structure's development in children, besides the acquisition of concepts in children is

hierarchical and integrative. In his theory, Piaget (Budiningsih, 2005: 35) views that

cognitive development is a genetic process, a process that is based on the biological

mechanism of the development of the nervous system. As a person's age increases, so

does his ability to increase. Piaget is a development psychologist because of his

research on the stages of personal development and age changes that affect individual

learning abilities. According to Piaget, growth in mental capacity provides mental

abilities that did not exist before. Intellectual growth is not quantitative, but qualitative.

In other words, the thinking power or mental strength of children of different ages will

also be qualitatively different.

Piaget (Zaini, 2006: 34-35) classifies a child's cognitive development into four

stages:

a. Senso-motoric stage, namely the development of cognitive domains that occur in

children aged 0-2 years;

b. Pre-operational stage, namely the development of cognitive domains that occur in

children aged 2-7 years;

c. Concrete-operational stage, namely the development of cognitive domains that occur

in children aged 7-12 years;

d. Formal-operational stage, namely the development of cognitive domains that occur

in children aged 12 years and above.

Based on the developmental stages above, senior high school students are

included in the cognitive development of the formal operational stage because their age

ranges from 12 years and up. At this stage the child's ability is able to think abstractly,

solving problems formally without having to face objects directly. Looking for the root

17

cause of an event by forming hypotheses, and testing something with experiments both

in the teaching and learning process and in everyday life and able to receive abstract

knowledge in the learning process.

Although at the formal operational stage (age 12 years and over) in theory it is

said so, but senior high school students do not rule out the possibility of still being in

the concrete operational stage so that they cannot fully think abstractly.

5. Relevant Researches

Oladele (2011) illustrates that examines the knowledge and use of authentic

assessment techniques among lecturers at Botswana College of Agriculture. As many

as 40 out of 96 lecturers were selected using simple random sampling technique. The

survey research method uses a questionnaire technique given to respondents. The

results showed that 47.5% of the lecturers used authentic assessment, while 52.3% did

not. The reasons lecturers use authentic assessment are: it requires time for each

individual to be assessed (22.5%); to show students in real life situations (22.5%); the

material is very practical (20%); to provide simulations to students (20%); so that the

assessment is fair and accurate (10%) and has high reliability (5%). The inhibiting

factors for authentic assessment are: authentic assessment takes a lot of time (90%);

give a lot of work to lecturers (80%); bias if the item only slightly (68%); unreliable

rating-scale (62.5); and difficulty in formulating assessment criteria (62.5%). The

lecturer knows that authentic assessment requires students to apply skills and abilities

as in daily life (100%). The lecturer knows that authentic assessment includes a direct

test on the ability of students to use knowledge to complete tasks faced in real life

(100%). The most prominent obstacle in the application of authentic assessment is that

it takes a lot of time to implement it (90%). The determinants for applying authentic

assessment are: teaching experience (t = 3.61), level of education (t = 4.36), role in

administrative positions (t = -4.71) and knowledge of authentic assessment (t = -3, 90).

Therefore, it is important to popularize the application of authentic assessment among

lecturers. The researcher of this article recommends that the use of authentic assessment

techniques must be popularized among lecturers because it will be able to enhance

additional skills and develop critical thinking skills of college graduates.

McLellan (2008) describes that the development and application of a set of

Performance-Based Assessment (PBA) for Early Childhood Education (ECE,

Kindergarten Teacher) students in British Columbia. Researched on the importance of

18

learning practices for ECE students and the difficulty of evaluating learning practices.

PBA enables authentic assessment that encourages learning outcomes in several

different domains, namely combining teaching skills, both in the affective domain, and

including multi-domain learning objects, and PBA provides a format for showing

performance on complex questions that is a way to get the essence of teaching art. So,

overall, a set of PBA can be used on student learning in higher education.

Kirikkaya & Vurkaya (2011) showed on the effect of using alternative assessment

on graduation and student attitudes in science and technology lessons. The research

method used was a quasi-experimental design of the pre-test and post-test control

group, which explores the influence of alternative assessment activities on the level of

academic achievement and attitudes, on the material 'Electricity in Our Live' for science

and technology subjects. The research was conducted in three elementary schools in

Kocaeli City, showing three levels of graduation in the SBS (National Level

Determination Exam). The instrument used in this study was in the form of an

academic achievement test; Likert scale to measure students' scientific attitudes; and 14

alternative assessment activities consisting of Structural Communication Grid (SCG),

Diagnostic Tree (DT), and Predict-Observe-Explain (POE). This study obtained the

following results: there was a positive correlation with a significance level of r = 0.53

obtained from SCG activities and the average score obtained from the achievement

post-test; a positive correlation with a significance level of r = 0.19 obtained from DT

activities and the average score obtained from the achievement post-test; a positive

correlation with a significance level of r = 0.44 obtained from POE activities and the

average score obtained from the achievement post-test. So, it can be concluded that

students who are successful in conducting alternative assessment activities such as SCG

and POE show their success in achievement tests as well.

Chung and Behan (2010) clarified their research which was conducted for two

years at the University of West Florida on a biology course for biology students, which

examined the effect of inquiry-based projects on learning science with peer-sharing

activities. There are two types of inquiry-based projects, namely traditional inquiry with

the task of making papers, and modern inquiry with scientific film analysis. The results

showed that activities that combine learning groups can motivate students and sharpen

their ability to apply and communicate their scientific knowledge. The study also found

that the incorporation of popular culture gave students a new perspective on learning

science and increased the desire of students to explore and elaborate science.

19

20

CHAPTER III

RESEARCH METHODE

A. Develpotment Model

The goal of this research is to develop chemistry practical skill assessment model.

The research method used is Research and Development (R&D). The product in the form

of practical skill assessment model is used to assess the learning of chemistry of the

student in grade X senior high schools. The developed assessment model includes

projects, observations, and portfolios.

The developed model is adapted from the Borg & Gall model (1983: 772-775) with

ten development steps, namely: (1) information gathering; (2) planning; (3) development

of initial forms of product; (4) preliminary field trials; (5) major product revisions; (6)

main field trials; (7) product revisions to the main field test; (8) operational field testing;

(9) revision of the final product; and (10) product dissemination and implementation.

B. Development Procedure

This developmental procedure refers to the Borg & Gall model with adaptation as

illustrated below.

1. Phase I: preliminary study, which consists of two activities, namely:

a. Literature Review

Literature review is an activity to gather information from references relating

to this research on the development of chemistry practical skill assessment models.

The references are in the form of a law on education, journals and textbooks.

b. Field Survey

Field survey is carried out to determine the needs of educators and students at

the senior high school regarding the need for an assessment model to assess the

process and product of chemistry learning. The field survey also aims to determine

whether the chemistry practical skill assessment model is suitable as a solution for

the needs of the educators and students. At this stage, the data collection is carried

out by giving questionnaires to a number of students and interviews to several

educators in Yogyakarta Special Region.

2. Phase II: planning, which consists of two activities, namely:

a. Analysis of Competency Standards and Basic Competencies

21

The analysis of competency standards and basic competencies at the X grade

senior high school is conducted to determine the type of chemistry practical skill

assessment that will be developed, which is in accordance with the subject matter in

chemistry learning.

b. Determination of Learning Objectives

The determination of learning objectives is carried out to map the performance

assessment model content, as well as a reference for scoring rubrics.

3. Phase III: product development, which consists of three activities.

a. Determination of Chemistry Practical Skill Criteria

Chemistry practical skill criteria to be assessed are set to provide limits,

adjusted to the subject matter and type of practical skill assessment to be developed.

b. Development of Chemistry Practical Skill Models

The developed product is carried out with reference to the learning objectives

and chemistry practical skill criteria that have been set. The results of the

development at this stage are the initial products of the practical skill assessment

model.

c. Development of Scoring Rubrics

The scoring rubric was developed to be used as a guideline for assessing

chemistry learning based on the assessment activities carried out.

4. Stage IV: product validation, which consists of three steps.

a. Development of Research Instruments

The instrument of this research was compiled for collecting research data,

especially related to quality of the product of practical skill assessment models, as

well as the usefulness of the products that have been produced.

b. Product Validation by an Assessment Expert

The initial product of practical skill assessment model was validated by five

assessment experts. The assessment expert validates, evaluates and provides inputs

needed to improve the initial product of practical skill assessment model.

c. Revision I

The first revision is the initial product improvement, according to the input

provided by the assessment experts.

22

5. Stage V: Trial, which includes four steps.

a. Limited Trials

After revision I based on input from experts, the product was tested on X grade

senior high school students in five schools, namely one school to represent each

district in the Special Region of Yogyakarta.

b. Revision II

Revision II was carried out based on the acquisition of data during limited

trials.

c. More Extensive Trials

After being revised for the second time, the product is retested to students, in a

wider scope, which is 10 senior high school with the details of five schools to

represent each district in the Special Region of Yogyakarta.

d. Revision III

Collected data during the wider trial were used as a reference for making a

third revision.

6. Stage VI: dissemination in the second year, consisting of two steps.

a. Finalize the Product

Finalization of the product is a determination of the eligibility of the product to

be disseminated. In this step, a final revision is made and checking all the

completeness of the chemistry practical skill assessment model.

b. Product Dissemination

At this stage the final chemistry practical skill model that has been validated

and revised will be disseminated to the representatives of schools so that it becomes

the final product of the chemistry practical skill model.

C. Research Subjects and Locations

The field survey involved 5 senior high school grade X teachers in the Special

Region of Yogyakarta and 25 students. The respondents consist of 1 teachers and 5

students in each district in Yogyakarta Special Region, namely in the cities of Yogyakarta,

Sleman, Bantul, Kulonprogo and Gunungkidul. The assessment model of chemistry

practical skill will be validated by 5 assessment experts.

Respondents who will be involved in the limited trial are 100 students from 5 senior

high schools in the Special Region of Yogyakarta, each one in the city of Yogyakarta,

23

Sleman, Bantul, Kulonprogo and Gunungkidul. The broader trial involved 200 students

from 10 senior high schools in the Special Region of Yogyakarta, each of 2 senior high

schools in the district of Yogyakarta, Sleman, Bantul, Kulonprogo and Gunungkidul. The

next respondent was 25 chemistry teachers from each senior high school in these areas.

Dissemination of the chemistry practical skill assessment model is carried out to students

in the school or institution involved in this research. In detail, the distribution of

respondents and research locations are shown in the following table.

Table 2. Distribution of Respondents and Research Locations

No Activity Nummber of

Respondents Location

1 Survey Teachers : 30

Students : 20

Five senior high school in Yogyakarta city,

district of Sleman, Bantul, Kulonprogo and

Gunungkidul

2 Product

Validation

Experts : 2 Special Region of Yogyakarta

3 Limited trials Students : 100 Five senior high school in Yogyakarta city,

district of Sleman, Bantul, Kulonprogo and

Gunungkidul

4 More extensive

trials

Students : 200 Ten senior high school in Yogyakarta city,

district of Sleman, Bantul, Kulonprogo and

Gunungkidul

5 Product

dissemination

Students : 200 Twenty senior high school in Yogyakarta

city, district of Sleman, Bantul, Kulonprogo

and Gunungkidul

D. Data Collection Method

Data collection methods in this study were carried out by observation, interviews

and questionnaires. The respondents consisted of teachers, senior high school students and

assessment experts. In stage I (preliminary study) the observation, interview and

questionnaire methods were used. In stage IV (product validation), V (trial) and VI

(dissemination) the questionnaire is used to collect data.

E. Data Analysis Techniques

The analysis of data includes validity, reliability and test ability. Validity in this

research includes content validity and construct validity. Validity is done to determine

24

whether the assessment instrument that has been made, can measure what should be

measured, namely chemistry practical skill. The validity of the content relates to the

correctness of the format and content based on expert judgment. Reliability is done to test

the consistency of instruments when used to gather information, in this study is the

chemistry practical skill of the students. Activities to determine the reliability of

instruments are carried out by field trials in order to obtain a convincing picture of the

consistency of instruments when used to measure chemistry practical skill of the student.

Implementation is done to test the simplicity of instruments that are easy to use to measure

chemistry practical skill of the student. Activities to measure chemistry practical skill were

used questionnaires and interviews.

The statistical methods for data analysis are quantitative and qualitative descriptive.

Quantitative descriptive methods are used to describe quantitative data based on the

number of respondents providing information. Qualitative descriptive methods are used to

describe words, sentences and or substances that must be removed or added to the draft,

thus providing valid data.

25

CHAPTER IV

RESULTS AND DISCUSSION

A. Results of The Research

This study try to develop an instrument that can be used to measure practical skills

in chemistry for acid-base materials during their practicum in the chemistry laboratory.

These practical skills are very important to support the competence of graduates to get

closer to the competencies needed by the world of work.

1. Need Assessment

As an effort to identify the needs of the special high school community related to

practical skill assessments, a survey was conducted targeting high school chemistry

teachers. The survey was conducted in the Special Region of Yogyakarta with a target

of 18 chemistry teachers. The survey was conducted using google form. The response

given by the chemistry teacher is in the form of a description, so that the teacher is

more detailed in providing an explanation. The questions posed to the chemistry teacher

are presented in Table 3.

Table 3. List of Questions for Practical Skill Survey

No Questions Respons

1 Have you understood the chemistry

practical skills assessment for your

chemistry teacher?

All chemistry teachers have an

understanding (although not in

depth) of practical skill assessment

2 Do you think that chemistry practical

skill assessment is important to do?

All chemistry teachers have the same

argument that an assessment of

practical skills is necessary

3 Have you conducted a practical skill

assessment during the chemistry lab

work for you?

Unfortunately, all chemistry teachers

who were respondents had not yet

conducted practical skill

assessments.

4 Have scores from practical skill

assessments become part of the report

card scores for chemistry subjects?

Report cards for chemistry are

determined from daily scores,

midterm exams, semester exams, and

practicum exams. The practicum

exam is in the form of knowledge

assessment.

5 What difficulties did you face during

the chemistry practical skills

assessment?

All chemistry teachers have not been

able to explain the difficulties that

might be faced because they have not

carried out an assessment of

chemical practical skills. They

explain the possible main difficulty

is that the assessment has to be done

26

by several chemistry teachers (cannot

be done by a chemistry teacher).

6 Do students become more motivated

to take chemistry lab work after

knowing that chemistry practical skills

are assessed during the practicum?

All teachers do not have this

information because they do not have

real data, but they suspect it will

increase student motivation.

7 What instruments do you use in your

chemistry practical skills assessment?

All teachers do not have instruments.

8 What percentage of the weight of

Chemistry practical skills in

determining the value of report cards

in chemistry subjects?

All teachers do not yet have an exact

weight, but some suggest a

theoretical weight with practice of

50:50.

9 Does the practical skill assessment of

chemistry have the support of the

Principal?

All the chemistry teachers informed

that the Principal might support him.

10 Are there any policies that have been

implemented in your workplace

related to chemistry practical skills

assessment?

All chemistry teachers informed that

there was no policy regarding

chemical practical skills.

Based on the results of this survey, information is obtained that practical skill

assessment in chemistry has not been carried out in high school, and of course, has not

developed any instruments related to practical skill assessment in chemistry.

2. Basic Practical Skill Assessment Instrument Development

The instrument for developing practical skills assessment instruments was

developed based on two main sources, namely the Central Board of Secondary

Educational (2008), as well as Seery, Agustian, Doidge, Kucharski, O'Connor and Amy

Price (2017). In detail, the basis for developing a practical skills assessment instrument

is presented in Table 4.

Table 4. Basic Practical Skill Assessment Instrument Development

No Sources Aspect Indicators

1. Central Board

of Secondary

Educational

(2008)

1. Procedural

and

manipulative

skills

1) Choose equipment to conduct

experiments appropriately.

2) Knowing the limitations of equipment

related to size, quantity, and

accuracy.

3) Install / use equipment

systematically.

4) Handle equipment and chemicals

with care.

5) Conduct experiments efficiently and

precisely.

27

No Sources Aspect Indicators

6) Using appropriate methods and

materials.

7) Locate and correct errors from

equipment.

8) Adding the right amount of

chemicals.

9) Carefully disassemble the equipment

set.

10) Practice handling sensitive

equipment or chemicals.

2. Observational

skills

1) Knowing the accuracy limit of the

instrument.

2) Read the instrument scale correctly.

3) Observe color changes, the formation

of gases or deposits, chemical

reactions, etc. Carefully.

4) Attention to details related to

experimental materials with care.

5) Make observations carefully and

correctly.

6) Make the chart properly.

3. Drawing skills 1) Creating a table of observation

results.

2) Draw diagrams, sets of tools,

sketches and others precisely and

proportionally.

3) Correctly label sketches and

diagrams.

4) Draw graphs from observational data

correctly.

4. Reporting and

interpretative

skills

1) Make a plan to record observation

activities.

2) Recording observations / data /

information accurately and

systematically.

3) Classifying and categorizing.

4) Formulate and conclude the results

appropriately.

5) Report the results using symbols,

units, terms, and chemical reactions

appropriately.

6) Interpret the observation results

appropriately.

2 Michael K.

Seery, Hendra

Y. Agustian,

Euan D.

Doidge, Maciej

M. Kucharski,

1. Before the lab 1) Prepare equipment that must be used

in practicum.

2) Prepare tools and materials in the

laboratory.

3) Looking for information on strong

substances that can harm the body.

28

No Sources Aspect Indicators

Helen M.

O‟Connor and

Amy Price

(2017)

4) Finding information about procedures

and techniques to be used during

practicum.

5) Looking for information on how to

sterilize or calibrate equipment in the

laboratory.

2. During the lab Demonstrating each technique with each

other in the laboratory .

3. After the lab Tidy up and maintain the safety of the

practicum equipment set .

3. Practical Skills Instrument Grid

Detailed practical skills instrument grids are presented in Table 5.

Table 5. Practical Skills Instrument Grid

No Technique Protocol Aspects Indicators Activities

1 Titration Before

practicu

m

Procedur

al and

manipula

tive skills

1. Prepare

equipment that

must be used in

practicum .

Wearing a lab

coat, wearing a

mask, wearing

gloves, not

wearing sandals,

open shoes or high

heels.

2. Choose

equipment to

conduct

experiments

appropriately.

Prepare a stative,

50 mL burette,

erlenmeyer,

funnel, suction

rubber, glass,

dropper,

measuring flask,

volume pipette,

watch glass.

3. Looking for

information

about the

procedures and

techniques to be

used during

practicum.

Reading

handbooks,

watching video

samples, etc.

During

practicu

m

Procedur

al and

manipula

tive skills

1. Knowing the

limitations of

equipment

related to size,

quantity, and

accuracy.

2. Install

1. Attach the

burette to the

stative with the

help of the

burette clamp.

2. Adjust the

position of the

29

No Technique Protocol Aspects Indicators Activities

equipment

systematically.

3. Handle

equipment and

chemicals with

care.

burette valve

(right side) and

the burette is

positioned so

that it looks

straight and

face and from

the side.

3. Adjust the

height of the

lower end of

the burette,

approximately

1 cm lower

than the height

of the

erlenmeyer

vessel that will

be used for

titration.

4. Make sure the

right side of the

burette valve is

open.

Fill the burette:

1. Clamp the 50

mL clean

burette to the

stative.

2. Place the

erlenmeyer on

top of the tile

so that the

outlet is in the

position under

the burette.

3. Place the filter

funnel over the

burette, and

with the tap

open, carefully

pour the

standard

solution (or

titrant) until the

titrant flows

into the

erlenmeyer.

4. Close the

30

No Technique Protocol Aspects Indicators Activities

burette faucet

and fill the

burette with

standard

solution until

the meniscus is

about 1-2 cm

above the zero

mark. Lifting

funnel.

5. Open the faucet

and let the

solution flow

until the

meniscus

reaches the

zero mark.

Pipette 10 mL of

0.1M HCl into

the flask :

1. Pressing the

suction ball

before

attaching it to

the pipette.

2. Attaching the

suction ball to

the top of the

pipette.

3. Pressing the

suction ball and

inserting the

lower end of

the volume

pipette under

the surface of

the HCl.

4. Gently squeeze

letter A on the

suction ball

until HCl goes

above the line

limit.

5. Squeeze the

letter E on the

suction ball to

slowly remove

HCl until it

reaches the

31

No Technique Protocol Aspects Indicators Activities

volume limit

line.

Observat

ional

skills

1. Knowing the

accuracy limit

of the

instrument.

2. Read the

instrument scale

correctly.

3. Observe the

color change

carefully.

4. Attention to

details related to

experimental

materials with

care.

5. Make

observations

carefully and

correctly.

Adding 0.1 M

NaOH to the

burette: Pour 0.1

M NaOH solution

into the burette

using a funnel.

Adding the initial

indicator and

titration:

1. Add 2-3 drops

of

phenolphthalei

n indicator.

2. Adding the

titrant while

shaking the

Erlenmeyer

flask.

3. Pay attention to

the rate of color

change.

Adding NaOH

drop by drop

towards the end

point:

1. Adding the

titrant dropwise

slowly.

2. Stop dropping

when there has

been a color

change.

3. Successfully

reached the end

point of the

titration.

Reportin

g and

interpret

ative

skills

Recording

observations / data

/ information

accurately and

systematically.

Represents the

initial volume of

the solution:

Record the initial

volume of the

solution.

State the final

volume of the

solution and

record the

results:

32

No Technique Protocol Aspects Indicators Activities

Record the final

volume of the

solution.

Drawing

Skills

Make a table of

observations

Make tables of

observations

systematically and

easily read

After The

Lab

Procedur

al and

manipula

tive skills

Disassemble the set

of equipment with

care

Ensure that the

electric appliance

has been turned

off, the water tap

is closed, the tools

and materials are

returned to their

place, the gas is

closed, and the

practicum table is

cleaned

4. Scoring Rubrics

a. Procedural and Manipulative Skills

The detailed scoring rubrics for procedural and manipulative skills is presented

in Table 6.

Tabel 6. Scoring Rubrics for Procedural and Manipulative Skills

No Indicators Item

No.

Score

1 2 3 4

1

Prepare

and wear

equipment

that must

be used in

practicum

1 Not

wearing

mandat

ory

equipm

ent in

the

laborato

ry .

Only wear a

lab coat and

mask or a

lab coat and

gloves.

Wearing a lab

coat, wearing

a mask,

wearing

gloves, using

sandals or

open shoes.

Wear a lab

coat, wear a

mask, wear

gloves, don't

use sandals,

open shoes or

high heels.

2 Choosing

the right

equipment

for

conductin

g

experimen

ts.

2 Does

not

prepare

equipm

ent for

titration

.

Prepares

less than

five pieces

of

equipment

for titration

Prepares more

than five and

less than ten

pieces of

equipment for

titration

Prepare a

stative, 50

mL burette,

erlenmeyer,

funnel,

suction

rubber, glass,

dropper,

measuring

flask, volume

pipette,

33

No Indicators Item

No.

Score

1 2 3 4

watch glass

3 Looking

for

informatio

n about

the

procedures

and

techniques

to be used

during

practicum

3 Not

looking

for

informa

tion

about

the

procedu

res and

techniq

ues to

be used

during

practicu

m

Only

looking for

information

about the

procedures

and

techniques

to be used

during

practicum in

one source

Looking for

information in

all sources,

but only

limited to

downloading,

do not read or

understand it

Seeking

information

from all

sources and

trying to

understand it

is like

reading a

handbook or

watching a

sample video

carefully

4

1. Knowi

ng the

limitati

ons of

equipm

ent

related

to size,

quantit

y, and

accura

cy;

2. Install

equipm

ent

system

atically

;

3. Handle

equipm

4 Not

fitting

the

burette

with

proper

skills

and

procedu

res.

Need

guidance in

placing the

burette

Inserting the

burette

correctly, but

the procedure

is not quite

right

Insert burette

with proper

skill and

procedure.

5 Not

filling

the

burette

with

proper

skills

and

procedu

res.

Need

guidance in

filling the

burette

Filling the

burette

properly, but

the procedure

is not quite

precise.

Fill the

burette with

proper skills

and

procedures.

34

No Indicators Item

No.

Score

1 2 3 4

ent and

chemic

als

with

care.

6 Do not

pipet 10

mL of

0.1 M

HCl

into the

flask

with

proper

skills

and

procedu

res.

A guide is

needed to

pipette 10

mL of 0.1 M

HCl into the

flask.

Pipette 10 mL

of 0.1 M HCl

into the flask

properly, but

the procedure

is not quite

right.

Pipette 10

mL of 0.1 M

HCl into the

flask with the

right skill

and

procedure.

5. Disassemb

le the set

of

equipment

with care.

7 Does

not

show

any

effort to

ensure

the

safety

of the

equipm

ent set

that will

be

dismant

led after

practicu

m.

Experiment

with

minimal

safety

consideratio

ns.

Only shows

an effort to

ensure the

safety of the

equipment set

that will be

dismantled at

the beginning

of the

practicum.

Demonstrate

efforts to

ensure the

safety of the

equipment

set that will

be

dismantled

after

practicum.

b. Observational Skills

The scoring rubrics for observation skills are presented in Table 7.

Tabel 7. Scoring Rubrics for Observation Skills

No Indicators Item

No.

Score

1 2 3 4

1 1. Knowi

ng the

accura

cy

limit of

the

instru

ment.

2. Read

8 Do not

add 0.1

M NaOH

to the

burette

A guide is

needed to

add 0.1 M

NaOH to the

burette

Appropriatel

y adding 0.1

M NaOH to

the burette,

but the

procedure is

less precise

Appropriatel

y adding 0.1

M NaOH to

burette

10 Doesn't

add

Need

guidance in

Added an

indicator, but

Adding

initial

35

No Indicators Item

No.

Score

1 2 3 4

the

instru

ment

scale

correct

ly.

3. Observ

e the

color

change

careful

ly.

4. Attenti

on to

details

related

to

experi

mental

materia

ls with

care.

5. Make

observ

ations

careful

ly and

correct

ly.

indicator

s

adding

indicators

paid no

attention to

the color

change rate

indicators

and titration

accordingly

11 Don't

add

NaOH

Need

guidance on

adding

NaOH

Added

NaOH drop

by drop, but

didn't reach

the end point

Adding

NaOH drop

by drop

towards the

end point of

the titration

c. Drawing Skills

Scoring rubrics for drawing skills is presented in Table 8.

Table 8. Scoring Rubrics for Drawing Skills

No Indic

ators

Item

No.

Score

1 2 3 4

1 Make

a

table

of

obser

vatio

ns

13 Does not

create a table

of

observations

Make a table

of

observation

results, but

the results do

not match the

experiment

Make tables

of

observations

systematicall

y, but are

difficult to

read

Make tables

of

observations

systematicall

y and easily

read

36

d. Reporting and Interpretative Skills

Scoring rubrics for reporting and interpretativ skills is presented in Table 9.

Tabel 9. Scoring Rubrics for Reporting and Interpretative Skills

No Indicators Item

No.

Score

1 2 3 4

1 Recording

observations /

data /

information

accurately and

systematically

9 Do not

record the

initial

volume of

the

solution

Record

the initial

volume of

the

solution

by looking

at the

results of

friends

Record the

initial

volume of

the

solution,

but there

may be an

error in the

results

Record the

initial

volume of

the

solution

with exact

results

12 Does not

record the

final

volume of

the

solution

Record

the final

volume of

the

solution

by looking

at friends'

results

Record the

final

volume of

the

solution,

but there

may be an

error in the

results

Record the

final

volume of

the

solution

with exact

results

5. Validator Suggestions

In an effort to optimize the quality of this practical skill assessment instrument, it

received input from validators and high school chemistry teachers. The chemistry

teacher in question is the teacher surveyed at the need assessment stage. Input from

validators and high school chemistry teachers related to product improvement,

development of practical skills assessment instruments is presented in Table 10.

Table 10. List of Inputs from Validators and High School Chemistry Teachers

No Respondent Feedback

1 Validator a. The instrument must be tested several times in

order to produce a quality instrument, but it is also

easy to use for the assessment of chemical practical

skills.

b. Details need to be related to the term "appropriate

37

steps", however, if this term is specified in the

instrument there will be too long descriptions.

c. In carrying out the assessment, it is necessary to

number students who are attached to the chest and

back so that the assessor does not experience

difficulties in the assessment.

2 Chemistry Teachers a. The instrument needs to be simplified so that it is

easy for chemistry teachers to implement during

the practical skills assessment of chemistry.

b. Teachers should simply check in the assessment

instrument.

B. Discussion

This study seeks to develop an instrument to assess practical skills in chemistry in

high school. The assessment of chemical practical skills is very important, because

chemistry learning requires abilities that are not only mind on but also hand on. For this

reason, it is not appropriate if the assessment of chemistry practicum in the laboratory is

only an assessment of knowledge, but practical skills are even neglected to not be used to

determine the value of report cards for high school students' chemistry subjects.

1. Implementation of Trials

This practical skills assessment instrument was originally planned to be tested in

conducting chemistry lab assessments in high school. The development of policies

related to the handling of the Covid-19 pandemic issued by the Governor of the Special

Region of Yogyakarta still prohibits the holding of face-to-face meetings at schools,

both elementary, junior high, high school, and even college. For this reason, until

November 2020, chemistry lab at high schools has not been held because it is an effort

to prevent the spread of Covid-19 in educational institutions. In this connection, until

this research report was written it had not been tested empirically. However, the

research team attempted to try out the instruments that had been developed to carry out

practical skills assessments in high school chemistry laboratories in order to produce

high-quality, well-targeted instruments according to the needs of high school chemistry

teachers.

38

2. Completeness of Practical Skills Assessment Instruments

This chemical practical skills instrument is planned to be used to conduct an

assessment for practicum on the topic of solutions especially those related to acid-base

reactions, in particular titrations. An understanding of the Acid-Base Solution material

is needed by the teacher. The stages of implementing the assessment are largely

determined by the learning scenario designed by the high school chemistry teacher. For

this reason, the chemical practical skills instrument is also accompanied by a Learning

Implementation Plan (RPP) so that the learning scenario planned by the teacher is well

illustrated.

3. Completeness of Chemistry Practicum Equipment

As an effort to optimize the implementation of chemistry practicum in the

laboratory which will be assessed using an instrument for the assessment of developed

chemical practical skills, the trial should be carried out in schools with adequate

laboratory equipment.

The equipment used includes burettes, measuring pipettes, dropper pipettes,

erlenmeyer flasks, glass beakers, rubber suckers, and observation books. In addition, a

practicum coat and gloves need to be prepared so that safety can be guaranteed during

chemistry lab work.

4. Role of Foreign Partners

This research is a research with a foreign cooperation scheme. Partners for this

research were lecturers from the Sultan Idris Education University, Malaysia.

Publications related to this research are currently being prepared. Publications are

expected to be submitted in the Scopus indexed journal in January 2021.

Articles produced from this research collaboration are expected to have a high

citation index, because many students from the Sultan Idris Education University have

also cited published articles from this research. One of the advantages of the

publication of collaborative research results is that it is possible to be accessed by

readers from various researchers in the world.

39

5. Constraints that Teachers May Face in the Assessment of Practical Skills

Practical skills assessment should be carried out for all subjects in high school

using practicum in the laboratory. Assessment of practical skills is very important to do

so that the overall assessment for students can be comprehensive and fair. Chemistry

teachers will not be able to carry out practical skills assessments without the help of the

teacher or other instruments such as recording tools from the four directions so that the

assessment can be done for each student. The task of the chemistry teacher has

increased because they will observe the practical skills of the students recorded. This

condition can lead to an increase in the task of teachers in managing chemistry learning

in the laboratory.

6. Plans for Learning Chemistry

Chemistry learning is held based on lesson plans that have been compiled by

chemistry teachers. To support strengthening of knowledge in the field of chemistry,

theoretical and practical learning is carried out in the chemistry laboratory. All students

are notified that the scores obtained during the chemistry lab work will be calculated in

determining the report card scores for chemistry subjects. The assessment score during

practicum includes work during practicum, data presentation, and preparation of

practicum reports. Students' work while in the laboratory is documented in the form of

video recordings that can be played back if needed. Playing back the video recording of

the chemistry lab work is also useful for students as feedback for improving the

performance of the practicum in the future.

The assessment of chemical practical skills during practicum in the laboratory can

give a message to students regarding the important role of practicum in learning

chemistry. Students are expected to increasingly understand the importance of research

based on practicum in the laboratory in developing science and finding new theories in

the field of chemistry. It is hoped that the practical skills assessment in chemistry will

increase students' motivation to learn chemistry. This theoretical understanding can be

proven in the laboratory. For this reason, students' knowledge of chemistry is getting

more comprehensive by doing chemistry lab work in the laboratory. This practicum is

also able to train students to work carefully and precisely. Errors that occur when

performing the titration cause data errors in subsequent calculations.

40

CHAPTER V

CONCLUSSION

A. Conclussion

Based on the results of research and discussion, it can be concluded as follows:

1. An instrument for assessing practical skills in chemistry for acid-base reactions has

been developed to assess the ability of chemistry lab work in high school.

2. The suitability of the high school chemistry practical skills assessment model is only

based on validation from the validator and input from the high school chemistry

teacher, but after the high school chemistry learning process runs face-to-face,

empirical validation will be carried out.

3. The effectiveness of the chemical practical skills assessment instrument to assess the

chemical practical skills of high school students cannot be known empirically, because

the developed instruments have not been tested empirically.

B. Suggestions

Based on the conclusions as stated above, suggestions are given which include:

1. After the Covid-19 pandemic, it is hoped that the developed instruments can be tested

in the field immediately, so that when this instrument is used in the field, it does not

encounter significant obstacles.

2. Teachers need to understand more deeply related to the assessment of practical skills so

that the implementation of the assessment can run optimally.

41

REFERENCES

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Association (APA), & National Council on Measurement and Education (NCME).

(1999). Standards for Educational and Psychological Testing. Washington DC.

Anonim. (1997). What is Authentic Assessment? (accesed at

http://www.eduplace.com/rdg/res/litass/auth.html, Februari 2004).

Arifin (2010). Motivasi Kerja. Yogyakarta: Teras.

Borg, W.R. & Gall, M.D. (1983). Educational Research, Longman, New York London

Brookhart, S.M. & Nitko, A.J. (2007). Assessment and Grading in Classroom. New

Jersey: Pearson.

Budiningsih, C.A. (2005). Belakar dan Pembelajaran. Jakarta: PT Rinekacipta.

Central Board of Secondary Educational. (2008). Assessment of Practical Skills in

Science Class X. Delhi: The Sectary CSBE „Shiksha Kendra‟ 2 Community Center.

Chung, H.-M. & Behan, K.J. (2010). Peer Sharing Facilitates the Effect of Inquiry-Based

Projects on Science Learning. The Amerivan Biology Teacher. Vol. 72, No.1,

January 2010. Pages 24-29.

Davis, A. & LeMahieu, P. (2003). Assessment for learning reconsidering portofolios and

research evidence. Dordrecht: Kluer Academics Publishers.

Hibbard, K.M. (1997). Performance Assessment (Glencoe Earth Science). USA: Glencoe

McGraw-Hill.

Kirikkaya, E.B. & Vurkaya, G. (2011). The Effect of Using Alternative Assessment

Activities on Student,s Success And Attitudes in Science and Technology Course.

Educational Sciences: Theory and Practice. Spring 2011. Pages 997-1004.

Marzano R.J. (1993). Assessing Student Outcomes: Performance Assessment Using the

Dimensions of Learning Model. USA: Association for Supervision & Curriculum

Dev.

Marzano, R.J. et al. (1994). Assesing Student Outcomes: Performance Assesment Using

the Five dimensions of Learning Model. Alexandria: Association for Supervision

and Curriculum Development.

McLellan, S. (2008). When Student Teach: Performance Based Assessment.

Transformative Dialogues: Teaching and Learning Journal. Vol. 2, Issue 2,

November 2008. Pages 1-11.

Merickel, M.L. (1998). Performance Assessment. Integration of the Disciplines.

(http://oregonstate.edu/instruction/ed555/zone5/perf.htm, Maret 2004).

42

Mueller, J. (2006). Authentic Assesment North Central College. Available:

http://Jonatan.Muller.Faculty.noctrl.edu/toolbox/whatisist.htm.

Nitko, A.J. & Brookhart, S.M. (2011). Educational Assessment of Student. United States

of America: Pearson.

Oladele, I.O. (2011). Knowledge and Utilization of Authentic Assessment Techniques by

Lecturers in Botswana College of Agriculture. NACTA Journal (North American

Colleges and Teacher of Agriculture). March 2011. Pages 63-67.

Pearson, P.D. & Valencia, S. (1987). Assessment, accountability, and professional

prerogative. New York. National Reading Conference.

Seery, M. K., Agustian, H. Y., Doidge, E. D., Kucharski, M. M., O‟Connor, H. M., &

Price, A. (2017). Developing laboratory skills by incorporating peer-review and

digital badges. Chemistry Education Research and Practice, 18(3), 403–419.

10.1039/c7rp00003k

Slater, T.F. (1982). Performance Assessment. USA: Department of Physics Montana

State University.

Suherman (2013). Belajar dan faktor-faktor yang Mempengaruhinya. Jakarta: Rineka

Cipta.

Sukardjo. (2012). Konsep dan Model Pembelajaran Sains, Hand Out. Daerah Istimewa

Yogyakarta.

Zainul, A. (2001). Alternative Assesment. Applied Approach Mengajar di Perguruan

Tinggi. Jakarta: Pusat Antar Universitas untuk peningkatan dan pengembangan

aktivitas instruksional. Ditjen Dikti Depdiknas.

43

APPENDIX

44

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Yogyakarta

Mata Pelajaran : Kimia

Kelas / Semester : X1 / 2

Materi Pokok : Titrasi Asam-Basa

Pertemuan Ke- : 1 dan 2

Alokasi Waktu : 4 × 45 menit

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas permasalahan dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam serta menempatkan

diri sebagai cerminan bangsa dalam pergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusian, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

4. Mencoba, mengolah, menalar, dan menyaji dalam ranah konkret dan

(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) terkait dengan

pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu

menggunakan metoda sesuai kaidah keilmuan.

45

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.13 Menganalisis data hasil berbagai

jenis titrasi asam-basa

3.13.1 Menjelaskan pengertian titrasi

3.13.2 Menjelaskan jenis-jenis titrasi

asam-basa

3.13.3 Menentukan indikator yang tepat

digunakan dalam proses titrasi

asam-basa

3.13.4 Menentukan titik ekivalen dan

titik akhir titrasi asam-basa

3.13.5 Menentukan konsentrasi/kadar

asam-basa dari data hasil

percobaan titrasi asam-basa

3.13.6 Menganalisis jenis titrasi asam-

basa berdasarkan kurva data hasil

titrasi

4.13 Menyimpulkan hasil analisis data

percobaan titrasi asam-basa

4.13.1 Merancang dan melakukan

percobaan titrasi asam-basa

4.13.2 Menganalisis data hasil percobaan

titrasi asam-basa

4.13.3 Membuat kesimpulan hasil

analisis data percobaan titrasi

asam-basa

C. Tujuan Pembelajaran

Melalui kegiatan pembelajaran dengan pendekatan saintifik yang terdiri dari

lima tahapan, siswa dapat menanya, mengamati, mengumpulkan data, mengasosiasi,

dan mengkomunikasikan tujuan dari pembelajaran. Adapun tujuan pembelajaran pada

pertemuan pertama yaitu siswa dapat menjelaskan pengertian titrasi, menjelaskan

jenis-jenis titrasi asam-basa, serta menentukan titik ekivalen dan titik akhir titrasi

asam-basa dengan penuh tanggung jawab, bekerja keras dan bekerja sama,serta

mampu berpikir kritis, komunikatif, dan kolaboratif.

D. Materi Pembelajaran (Terlampir)

Materi pembelajaran yang diajarkan:

1. Faktual

Label yang tertera pada botol cuka makanan, umumnya terdapat informasi

mengenai kadar cuka tersebut. Sebagai contoh, tertulis 25% asam cuka pada botol.

Cara memastikan kebenaran dari kadar asam cuka yang tertera dapat dilakukan

menggunakan metode titrasi.

2. Konseptual (Terlampir)

46

E. Strategi Pembelajaran

1. Pendekatan : Saintifik

2. Metode : Tanya jawab, diskusi kelompok, diskusi kelas

F. Media dan Alat Pembelajaran

1. Media : PowerPoint yang berisi materi titrasi asam-basa

2. Alat : Laptop, LCD Proyektor, Lembar Kerja Siswa

G. Sumber Belajar

1. Buku siswa

Nana Sutresna, Didin Sholehudin & Tati Herlina. 2018. Buku Siswa Aktif

dan Kreatif Belajar Kimia Kls XI Peminatan Matematika dan Ilmu-ilmu Alam

Revisi. Bandung: PT Grafindo Media Pratama.

2. Buku referensi

a. Brady, JE.1990. General Chemistry Fifth Edition. New York: John Willey &

Sons.

b. Chang, Raymond. 2005. Kimia Dasar: Konsep-konsep Inti Jilid 1. Jakarta:

Erlangga.

c. Syukri, S. 1999. Kimia Dasar Jilid 2. Bandung: ITB.

d. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Guru Mata Pelajaran

Kimia Jakarta: Kementerian Pendidikan dan Kebudayaan.

3. Situs internet: Siswa aktif mencari informasi sendiri.

H. Kegiatan Pembelajaran

Tahapan

Saintifik

Uraian Kegiatan Alokasi

Waktu Guru Siswa Karakter

Kegiatan Awal

1. Guru mengucapkan

salam dan memimpin

do‟a (religi) sebelum

proses pembelajaran

dimulai.

2. Guru meminta siswa

untuk memperhatikan

kondisi kelas dan

memeriksa kehadiran

siswa (disiplin)

3. Apersepsi:

Kegiatan Awal 1. Siswa menjawab

salam dan do‟a

sebelum proses

pembelajaran

dimulai.

2. Siswa

memperhatikan

kebersihan dan

kerapian kelas serta

memperhatikan saat

diperiksa

Religiositas 10

menit

47

Tahapan

Saintifik

Uraian Kegiatan Alokasi

Waktu Guru Siswa Karakter

Mengaitkan

materi/tema /materi

pembelajaran yang

akan dilakukan

dengan pengalaman

siswa dengan materi

sebelumnya dan

mengingatkan lagi

materi prasyarat

dengan bertanya

4. Motivasi: Guru

memberikan

gambaran tentang

manfaat mempelajari

materi yang akan

dipelajari dalam

kehidupan sehari-hari

5. Guru menjelaskan

tujuan pembelajaran

yang akan dicapai

pada materi yang

akan dibahas.

6. Guru membagi siswa

kedalam 5 kelompok

kehadirannya oleh

guru

3. Siswa menjawab

pertanyaan guru

4. Siswa

memperhatikan

5. Siswa

memperhatikan

6. Siswa duduk

bersama kelompok

yang sudah

ditentukan

Mengamati Kegiatan Inti

Kegiatan Literasi

1. Guru menyajikan

bahan bacaan, dan

menayangkan

video/gambar yang

berkaitan dengan

titrasi asam-basa

2. Guru membagikan

LKS yang berkaitan

dengan titrasi asam-

basa

3. Guru mempersilahkan

siswa membaca materi

dari buku paket atau

buku-buku penunjang

lainnya yang relevan,

dari internet yang

berhubungan dengan

titrasi asam-basa

(Membaca)

Kegiatan Inti

Kegiatan Literasi

1. Siswa mendengar,

melihat, membaca,

serta memahami

penjelasan tentang

situasi terkait titrasi

asam –basa.

2. Siswa memahami

materi dengan

seksama

(Mengamati)

3. Siswa membaca

materi dari sumber

belajar. (Membaca)

Kemandiria

n

70

menit

Menanya Critical Thinking

(Berpikir Kritis)

1. Guru memberikan

Critical Thinking

(Berpikir Kritis)

1. Diharapkan Siswa

48

Tahapan

Saintifik

Uraian Kegiatan Alokasi

Waktu Guru Siswa Karakter

kesempatan kepada

siswa untuk

mengidentifikasi

sebanyak mungkin

pertanyaan dari

informasi yang telah

dicari sebelumnya.

memberikan

pertanyaan-

pertanyaan atau

mengajukan

pendapat untuk

mendapatkan

informasi tentang

apa yang diamati

untuk

mengembangkan

kreativitas, rasa

ingin tahu,

kemampuan

merumuskan

pertanyaan untuk

membentuk pikiran

kritis.

2. Bagaimana memilih

indikator yang tepat

dalam titrasi asam-

basa?

3. Kapan titrasi

dinyatakan selesai?

Mengumpulk

an Data

Collaboration

(Kerjasama) dan

Communication

(Berkomunikasi)

1. Guru membimbing

siswa untuk

berdiskusi dan

mengumpulkan

informasi terkait

titrasi asam-basa

berdasarkan

permasalahan yang

terdapat dalam LKS. 2. Guru membimbing

siswa dalam dalam

melakukan diskusi

mengenai titrasi

asam-basa dan

penentuan konsentrasi

asa-basa melalui

titrasi

Collaboration

(Kerjasama) dan

Communication

(Berkomunikasi)

1. Siswa

mengumpulkan

informasi yang

diperoleh dari

berbagai referensi

yang mendukung

terkait permasalahan

yang terdapat dalam

LKS yang kemudian

akan dipresentasikan

untuk menyamakan

persepsi

2. Siswa

memperhatikan dan

berdiskusi dengan

kelompoknya

mengenai titrasi

asam-basa dan

penentuan

konsentrasi asa-basa

melalui titrasi secara

Kerjasama

49

Tahapan

Saintifik

Uraian Kegiatan Alokasi

Waktu Guru Siswa Karakter

aktif dan mandiri.

Mengasosiasi

kan

1. Guru mengarahkan

siswa dalam

mengolah informasi

yang sudah

dikumpulkan dari

hasil kegiatan atau

pertemuan

sebelumnya ataupun

hasil dari kegiatan

mengamati dan

kegiatan

mengumpulkan

informasi yang

sedang berlangsung 2. Guru membantu siswa

dalam menambah

keluasan dan

kedalaman mengolah

informasi seputar

titrasi asam-basa

dengan memberi klue

yang kemudian dapat

mempermudah

pemahaman siswa

1. Siswa yang sudah

dikumpulkan dari

hasil kegiatan atau

pertemuan

sebelumnya ataupun

hasil dari kegiatan

mengamati dan

kegiatan

mengumpulkan

informasi yang

sedang berlangsung 2. Siswa memperluas

cakupan informasi

dan kedalamannya

untuk mencari solusi

dari permasalahan

yang terdapat di

LKS dari berbagai

sumber yang

memiliki pendapat

berbeda samapi

kepada yang

bertentangan untuk

mengembangkan

sikap juur, teliti,

disiplin, taat aturan,

kerja keras,

kemampuan

menerapkan

prosedur dan

kemampuan berpikir

induktif serta

deduktif dalam

menyimpulkan.

Mengkomuni

kasikan

1. Guru mengarahkan

siswa untuk

menyampaikan hasil

temuan dan diskusi

kelompok. 2. Guru membimbing

peserta dalam

menyampaikan hasil

diskusi 3. Guru memberikan

penguatan dan

konfirmasi mengenai

materi pembelajaran,

1. Siswa

mengkomunikasikan

secara lisan atau

mempresentasikan

informasi yang

didapat kegiatan

eksplorasi untuk di

sampaikan kepada

guru dan kelompok

lainnya sesuai

dengan

pemahamannya. 2. Kelompok lain dapat

50

Tahapan

Saintifik

Uraian Kegiatan Alokasi

Waktu Guru Siswa Karakter

untuk menghindari

kesalahan konsep. 4. Guru meminta siswa

menyimpulkan point

penting yang muncul

dalam kegiatan

pembelajaran yang

baru dilakukan berupa

laporan hasil diskusi

secara tertulis tentang

titrasi asam-basa

memberikan

pertanyaan atas

presentasi yang

dilakukan 3. Kelompok lain dapat

memberikan

sanggahan ataupun

tanggapan terhadap

hasil temuan dari

kelompok yang

melakukan

presentasi sehingga

diperoleh sebuah

pengetahuan baru

yang dapat dijadikan

sebagai bahan

diskusi kelompok

kemudian. 4. Siswa

memperhatikan dan

mencatat penjelasan

guru.

5. Siswa

mengumpulkan hasil

diskusi (LKS).

Kegiatan Penutup

1. Guru membimbing

siswa untuk membuat

kesimpulan

2. Guru melakukan

refleksi dengan cara

memberikan kuis

3. Guru menutup

kegiatan

pembelajaran dengan

berdo‟a

Kegiatan Penutup

1. Siswa aktif dalam

mengungkapkan

kesimpulan.

2. Siswa menjawab

soal kuis yang

diberikan.

3. Siswa berdo‟a

10

menit

51

I. Penilaian

1. Instrumen Penilaian Sikap

No. Bentuk

Instrumen

Tujuan Waktu Pelaksanaan Keterangan

1. Lembar

observasi

Untuk menilai

sikap keaktivan

siswa

Saat pembelajaran Terlampir

2. Instrumen Penilaian Aspek Pengetahuan

No Bentuk

Instrumen

Tujuan Waktu Pelaksanaan Keterangan

1. Tes lisan Untuk menilai

pengetahuan siswa

tentang titrasi

asam-basa

Saat Pembelajaran Terlampir

3. Instrumen Penilaian Aspek Keterampilan

No Bentuk

Instrumen

Tujuan Waktu Pelaksanaan Keterangan

1. Lembar

observasi

Untuk menilai hasil

diskusi siswa

dalam LKS

Setelah pembelajaran Terlampir

J. Pembelajaran Remedial

Kegiatan pembelajaran remedial yang akan dilakukan bagi siswa yang capaian

KD nya belum tuntas. Tahapan pembelajaran remedial dilaksanakan melalui remidial

teaching (klasikal), atau tutor sebaya, atau penugasan dan diakhiri dengan tes. Tes

remedial, dilakukan sebanyak 3 kali dan apabila setelah 3 kali tes remedial belum

mencapai ketuntasan, maka remedial dilakukan dalam bentuk penugasan tanpa tes

tertulis kembali.

K. Pembelajaran Pengayaan

Kegiatan pengayaan yang akan dilakukan bagi peserta didik yang sudah

mencapai ketuntasan belajar yaitu dengan pendalaman materi, perluasan materi, tugas

dengan tingkat kesulitan yang lebih tinggi melalui analisis fakta/wacana/berita terkait

titrasi asam-basa serta pemecahan masalah pada kasus yang bersifat HOTS (High

Order Thinking Skill).

52

Yogyakarta, November 2020

Kepala Sekolah Guru Mata Pelajaran Kimia

NIP. NIP.

53

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Yogyakarta

Mata Pelajaran : Kimia

Kelas / Semester : X1 / 2

Materi Pokok : Titrasi

Pertemuan Ke- : 3 dan 4

Alokasi Waktu : 4 × 45 menit

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas permasalahan dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam serta menempatkan

diri sebagai cerminan bangsa dalam pergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusian, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

4. Mencoba, mengolah, menalar, dan menyaji dalam ranah konkret dan

(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) terkait dengan

pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu

menggunakan metoda sesuai kaidah keilmuan.

54

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.13 Menganalisis data hasil berbagai

jenis titrasi asam-basa

3.13.1 Menjelaskan pengertian titrasi

3.13.2 Menjelaskan jenis-jenis titrasi

asam-basa

3.13.3 Menentukan indikator yang tepat

digunakan dalam proses titrasi

asam-basa

3.13.4 Menentukan titik ekivalen dan

titik akhir titrasi asam-basa

3.13.5 Menentukan konsentrasi/kadar

asam-basa dari data hasil

percobaan titrasi asam-basa

3.13.6 Menganalisis jenis titrasi asam-

basa berdasarkan kurva data hasil

titrasi

4.13 Menyimpulkan hasil analisis data

percobaan titrasi asam-basa

4.13.1 Merancang dan melakukan

percobaan titrasi asam-basa

4.13.2 Menganalisis data hasil percobaan

titrasi asam-basa

4.13.3 Membuat kesimpulan hasil

analisis data percobaan titrasi

asam-basa

C. Tujuan Pembelajaran

Melalui kegiatan pembelajaran dengan pendekatan saintifik yang terdiri dari

lima tahapan, siswa dapat menanya, mengamati, mengumpulkan data, mengasosiasi,

dan mengkomunikasikan tujuan dari pembelajaran. Adapun tujuan pembelajaran

mencakup siswa dapat melakukan percobaan titrasi asam-basa dan menggambarkan

kurva/grafik titrasi asam-basa dari data hasil percobaan dengan penuh tanggung

jawab, bekerja keras dan bekerja sama,serta mampu berpikir kritis, komunikatif, dan

kolaboratif.

D. Materi Pembelajaran (Terlampir)

Materi pembelajaran yang diajarkan:

1. Faktual

Label yang tertera pada botol cuka makanan, umumnya terdapat informasi

mengenai kadar cuka tersebut. Sebagai contoh, tertulis 25% asam cuka pada botol.

Cara memastikan kebenaran dari kadar asam cuka yang tertera dapat dilakukan

menggunakan metode titrasi.

2. Konseptual (Terlampir)

55

E. Strategi Pembelajaran

1. Pendekatan : Saintifik

2. Metode : Praktikum, diskusi kelompok

F. Media dan Alat Pembelajaran

1. Media : PowerPoint yang berisi materi titrasi asam-basa

2. Alat : Laptop, LCD Proyektor, papan tulis, spidol, Lembar Kerja Siswa

3. Alat dan bahan praktikum

Alat : labu erlenmeyer, pipet tetes, gelas kimia, gelas ukur

Bahan : larutan HCl, larutan NaOH, dan indikator fenolftalein

G. Sumber Belajar

1. Buku siswa

Nana Sutresna, Didin Sholehudin & Tati Herlina. 2018. Buku Siswa Aktif

dan Kreatif Belajar Kimia Kls XI Peminatan Matematika dan Ilmu-ilmu Alam

Revisi. Bandung: PT Grafindo Media Pratama.

2. Buku referensi

a. Brady, JE.1990. General Chemistry Fifth Edition. New York: John Willey &

Sons.

b. Chang, Raymond. 2005. Kimia Dasar: Konsep-konsep Inti Jilid 1. Jakarta:

Erlangga.

c. Syukri, S. 1999. Kimia Dasar Jilid 2. Bandung: ITB.

d. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Guru Mata Pelajaran

Kimia Jakarta: Kementerian Pendidikan dan Kebudayaan.

3. Situs internet: Siswa aktif mencari informasi sendiri.

56

H. Kegiatan Pembelajaran

Tahapan

Saintifik

Uraian Kegiatan Alokasi

Waktu Guru Siswa Karakter

Kegiatan Awal

1. Guru mengucapkan

salam dan memimpin

do‟a (religi) sebelum

proses pembelajaran

dimulai.

2. Guru meminta siswa

untuk memperhatikan

kondisi kelas dan

memeriksa kehadiran

siswa (disiplin)

3. Guru

memeriksaperlengkap

an yang akan dipakai

siswa sebelum

praktikum dimulai

4. Apersepsi:

Mengaitkan

materi/tema /materi

pembelajaran yang

akan dilakukan

dengan pengalaman

siswa dengan materi

sebelumnya dan

mengingatkan lagi

materi prasyarat

dengan bertanya

5. Motivasi: Guru

memberikan

gambaran tentang

manfaat mempelajari

materi yang akan

dipelajari dalam

kehidupan sehari-hari

6. Guru menjelaskan

tujuan pembelajaran

yang akan dicapai

pada materi yang

akan dibahas.

7. Guru membagi siswa

kedalam 5 kelompok

Kegiatan Awal 1. Siswa menjawab

salam dan do‟a

sebelum proses

pembelajaran

dimulai.

2. Siswa

memperhatikan

kebersihan dan

kerapian kelas serta

memperhatikan saat

diperiksa

kehadirannya oleh

guru

3. Siswa memakai

perlengkapan

praktikum yang

sudah disediakan

4. Siswa menjawab

pertanyaan guru

5. Siswa

memperhatikan

6. Siswa

memperhatikan

7. Siswa duduk

bersama kelompok

yang sudah

ditentukan

Religiositas 10

menit

57

Tahapan

Saintifik

Uraian Kegiatan Alokasi

Waktu Guru Siswa Karakter

Mengamati Kegiatan Inti

Kegiatan Literasi

1. Guru menunjukkan 2

botol yang berisi

larutan HCl untuk

diamati siswa

2. Guru membagikan

LKS yang berkaitan

dengan titrasi asam-

basa

3. Guru mempersilahkan

siswa membaca

materi dari buku

paket atau buku-buku

penunjang lainnya

yang relevan, dari

internet yang

berhubungan dengan

titrasi asam-basa

(Membaca)

Kegiatan Inti

Kegiatan Literasi

1. Siswa mengamati

memahami materi

dengan seksama

(Mengamati)

2. Siswa membaca

materi dari sumber

belajar. (Membaca)

Kemandiria

n

70

menit

Menanya Critical Thinking

(Berpikir Kritis)

1. Guru memberikan

kesempatan kepada

siswa untuk

merumuskan masalah

berdasarkan hasil

pengamatan

Critical Thinking

(Berpikir Kritis)

1. Siswa memberikan

pertanyaan atau

mengajukan

pendapat untuk

mendapatkan

informasi tentang

apa yang diamati

untuk

mengembangkan

kreativitas, rasa

ingin tahu,

kemampuan

merumuskan

pertanyaan untuk

membentuk pikiran

kritis.

Mengumpulk

an Data

Collaboration

(Kerjasama) dan

Communication

(Berkomunikasi)

1. Guru membimbing

siswa dalam

melakukan praktikum

untuk menjawab

rumusan masalah

yang telah dibuat

Collaboration

(Kerjasama) dan

Communication

(Berkomunikasi)

1. Siswa

mengumpulkan

informasi yang

diperoleh dari

berbagai referensi

yang mendukung

Kerjasama

58

Tahapan

Saintifik

Uraian Kegiatan Alokasi

Waktu Guru Siswa Karakter

terkait permasalahan

yang terdapat dalam

LKS

2. Siswa melakukan

bekerja sama

melakukan

praktikum titrasi

asam-basa

Mengasosiasi

kan

1. Guru mengarahkan

siswa dalam

mengolah informasi

yang sudah

dikumpulkan dari

hasil kegiatan

praktikumdan

kegiatan

mengumpulkan

informasi yang

sedang berlangsung 2. Guru membantu siswa

dalam menambah

keluasan dan

kedalaman mengolah

informasi seputar

titrasi asam-basa

dengan memberi klue

yang kemudian dapat

mempermudah

pemahaman siswa

1. Siswa melakukan

analisis terhadap

informasi yang telah

diperoleh dari

membaca referensi

dan praktikum

2. Siswa memperluas

cakupan informasi

dan kedalamannya

untuk mencari solusi

dari permasalahan

yang terdapat di

LKS dari berbagai

sumber yang

memiliki pendapat

berbeda samapi

kepada yang

bertentangan untuk

mengembangkan

sikap jujur, teliti,

disiplin, taat aturan,

kerja keras,

kemampuan

menerapkan

prosedur dan

kemampuan berpikir

induktif serta

deduktif dalam

menyimpulkan.

Mengkomuni

kasikan

1. Guru mengarahkan

siswa untuk

menyampaikan hasil

temuan dan diskusi

kelompok.

2. Guru membimbing

peserta dalam

menyampaikan hasil

diskusi 3. Guru memberikan

penguatan dan

1. Siswa

mengkomunikasikan

secara lisan atau

mempresentasikan

informasi yang

didapat kegiatan

eksplorasi untuk di

sampaikan kepada

guru dan kelompok

lainnya sesuai

dengan

59

Tahapan

Saintifik

Uraian Kegiatan Alokasi

Waktu Guru Siswa Karakter

konfirmasi mengenai

materi pembelajaran,

untuk menghindari

kesalahan konsep. 4. Guru meminta siswa

menyimpulkan point

penting yang muncul

dalam kegiatan

pembelajaran yang

baru dilakukan berupa

laporan hasil diskusi

secara tertulis tentang

titrasi asam-basa

pemahamannya. 2. Kelompok lain dapat

memberikan

pertanyaan atas

presentasi yang

dilakukan 3. Kelompok lain dapat

memberikan

sanggahan ataupun

tanggapan terhadap

hasil temuan dari

kelompok yang

melakukan

presentasi sehingga

diperoleh sebuah

pengetahuan baru

yang dapat dijadikan

sebagai bahan

diskusi kelompok

kemudian. 4. Siswa

memperhatikan dan

mencatat penjelasan

guru.

5. Siswa

mengumpulkan hasil

diskusi (LKS).

Kegiatan Penutup

1. Guru membimbing

siswa untuk membuat

kesimpulan

2. kegiatan

pembelajaran dengan

berdo‟a

Kegiatan Penutup

1. Siswa aktif dalam

mengungkapkan

kesimpulan.

2. Siswa berdo‟a

10

menit

I. Penilaian

1. Instrumen Penilaian Sikap

No. Bentuk

Instrumen

Tujuan Waktu Pelaksanaan Keterangan

1. Lembar

observasi

Untuk menilai

sikap kerja sama

siswa dalam

praktikum

Saat praktikum Terlampir

60

2. Instrumen Penilaian Aspek Pengetahuan

No Bentuk

Instrumen

Tujuan Waktu Pelaksanaan Keterangan

1. Tes lisan Untuk menilai

pengetahuan siswa

tentang konsep

titrasi asam-basa

Setelah praktikum Terlampir

3. Instrumen Penilaian Aspek Keterampilan

No Bentuk

Instrumen

Tujuan Waktu Pelaksanaan Keterangan

1. Lembar

observasi

Untuk menilai

practicall skills

siswa

Saat praktikum, saat

praktikum, dan

sesudah praktikum

Terlampir

J. Pembelajaran Remedial

Kegiatan pembelajaran remedial yang akan dilakukan bagi siswa yang capaian

KD nya belum tuntas. Tahapan pembelajaran remedial dilaksanakan melalui remidial

teaching (klasikal), atau tutor sebaya, atau penugasan dan diakhiri dengan tes. Tes

remedial, dilakukan sebanyak 3 kali dan apabila setelah 3 kali tes remedial belum

mencapai ketuntasan, maka remedial dilakukan dalam bentuk penugasan tanpa tes

tertulis kembali.

K. Pembelajaran Pengayaan

Kegiatan pengayaan yang akan dilakukan bagi peserta didik yang sudah

mencapai ketuntasan belajar yaitu dengan pendalaman materi, perluasan materi, tugas

dengan tingkat kesulitan yang lebih tinggi melalui analisis fakta/wacana/berita terkait

titrasi asam-basa serta pemecahan masalah pada kasus yang bersifat HOTS (High

Order Thinking Skill).

Yogyakarta, November 2020

Kepala Sekolah Guru Mata Pelajaran Kimia

NIP. NIP.

61

MATERI

1. Materi Pembelajaran

Titrasi merupakan metode analisis kimia secara kuantitatif yang biasa digunakan di

laboratorium untuk menentukan konsentrasi suatu reaktan. Oleh karena pengukuran

volume yang penting dalam titrasi, maka teknik ini juga disebut dengan analisis

volumetrik. Analisis titrimetri merupakan satu dari bagian utama kimia analitik dan

perhitungannya didasarkan pada hubungan kuantitatif reaksi-reaksi kimia. Menurut

Raymond Chang, reaksi kimia yang digunakan sebagai dasar titrasi adalah (1) reaksi yang

melibatkan asam kuat dan basa kuat, (2) reaksi yang melibatkan asam lemah dengan basa

kuat.dan (3) reaksi yang melibatkan asam kuat dan basa lemah.

Pada titrasi asam basa yang perlu diperhatikan adalah: (a) suatu larutan standar

yaitu larutan yang sudah diketahui konsentrasinya, (b) Indikator yang fungsinya untuk

mengukur titik akhir titrasi, dan (c) prosedur untuk menghitung konsentrasi larutan yang

ditentukan. Tujuan dari titrasi untuk menentukan secara kuantitatif suatu hitungan zat

dalam larutan dengan zat larutan lain yang konsentrasinya telah diketahui melalui reaksi

secaraa bertahap hingga mencapai titik stokhiometri.

Jika pH suatu larutan pada berbagai tahap titrasi diplotkan terhadap volume titran

yang ditambahkan, maka didapat kurva titrasi. Nilai pH di plot ini dapat diukur secara

eksperimental menggunakan pH meter selama titrasi, atau dapat dihitung menggunakan

metode kalkulasi, dan juga mendemonstrasikan bahwa semua kurva titrasi dapat dijelaskan

dengan empat kalkulasi. Dua perhitungan menggambarkan satu titik pada kurva, titik awal

dan titik ekivalen. Dua kalkulasi lainnya adalah kalkulasi reaktan pembatas sederhana

untuk (a) campuran antara titik awal dan ekivalen dan untuk (b) setelah titik ekivalen.

Cara Kerja Titrasi

Dalam penentuan suatu zat yang tidak diketahui kadarnya, pertama anda harus

mengetahui sifat zat tersebut apakah asam atau basa yang dapat diketahui dengan

mengukur pHnya. Ketika zat tersebut telah diketahui, maka anda dapat menentukan

larutan apa yang akan digunakan untuk menitrasi zat tersebut apakah asam atau basa.

Dalam titrasi, zat yang diuji atau sampel ditambah larutan yang telah diketahui kadarnya

secara perlahan sehingga terjadi reaksi penetralan. Ketika pH dalam larutan campuran

tersebut netral menandakan bahwa semua zat sampel telah bereaksi dengan larutan yang

anda gunakan untuk menitrasi. Cara mengetahui pH larutan yaitu dengan menggunakan

62

pH meter, namun dalam titrasi cara yang paling umum adalah dengan menggunakan

indikator.

Istilah dalam Titrasi

Terdapat beberapa istilah dalam metode titrasi ini yang perlu anda ketahui sebelum belajar

lebih jauh tentang metode analisis titrasi.

1. Titran (Larutan Standar)

Titran yaitu suatu zat yang digunakan sebagai agen penitrasi atau biasa disebut larutan

standar dimana larutan ini telah diketahui kadarnya secara pasti dan akan digunakan dalam

penentuan kadar zat yang tidak diketahui. Dalam titrasi, kemurnian titran ini sangat

diperlukan untuk mencegah terjadinya kesalahan penentuan.

2. Titrat (Sampel Analit)

Titrat yaitu lawan dari titran dimana titrat merupakan zat yang tidak diketahui kadar atau

konsentrasinya. Titrat ini akan dititrasi dengan titran sehingga dapat dihitung

konsentrasinya.

3. Titik Ekuivalen

Dalam titrasi asam basa, ketika larutan telah mengalami penetralan dengan sempurna itu

berarti semua mol titrat atau sampel telah habis bereaksi dengan titran yang ditambahkan.

Pada kondisi tersebut disebut dengan titik ekuivalen, dengan kata lain titik ekuivalen

adalah titik dimana mol sampel yang bereaksi sama dengan mol titrat yang digunakan.

4. Indikator

Indikator telah disinggung pada pembahasan sebelumnya, indikator ini merupakan zat

eksternal yang ditambahkan ke dalam titrat atau sampel yang bertujuan untuk mengetahui

kapan suatu titrasi harus dihentikan, pada umumnya indikator bekerja melalui perubahan

warna. Indikator titrasi juga terdapat banyak macamnya berdasarkan rentang pH atau

trayek pHnya, sebagai contoh Fenolftalein atau PP merupakan indikator yang memiliki

trayek pH 8.3-10 sehingga ketika suatu titrasi asam dengan basa kuat telah melalui titik

ekuivalen dan menuju pH sekitar 8.3 maka indikator ini akan berubah warna menjadi

merah muda, pada saat tersebut titrasi sudah harus dihentikan.

5. Titik Akhir Titrasi

Titik akhir titrasi merupakan kondisi dimana titrasi sudah harus dihentikan. Titik akhir

titrasi berbeda dengan titik ekuivalen dimana pada titik akhir titrasi ini pada umumnya

ditandai dengan indikator yang berubah warna. Jika pada kondisi ini titrasi tidak

dihentikan maka yang akan terjadi yaitu titran berlebih sehingga hasil perhitungannya

akan menjadi tidak tepat.

63

Jenis Titrasi Asam Basa

Terdapat 2 jenis titrasi asam basa yang didasarkan pada jenis zat sampel dan juga larutan

standarnya.

1. Titrasi Alkalimetri

Alkalimetri merupakan jenis titrasi yang menggunakan larutan standar berupa basa. Titrasi

jenis ini merpakan titrasi yang paling sering digunakan.

Pada titrasi alkalimetri, jika larutan standar yang digunakan berupa basa kuat maka reaksi

akhir dapat menghasilkan pH netral jika sampelnya berupa asam kuat, namun akan

menghasilkan pH basa (pH > 7) jika sampel yang digunakan bersifat asam lemah.

Contoh dari titrasi alkalimetri paling umum yaitu penentuan HCl dengan menggunakan

NaOH dimana reaksi yang terjadi merupakan reaksi penetralan:

HCl + NaOH NaCl + H2O

2. Titrasi Asidimetri

Asidimetri merupakan lawan dari alkalimetri dimana asidimetri merupakan metode titrasi

yang menggunakan larutan standar berupa asam. Pada titrasi asidimetri, ketika asam yang

digunakan sebagai larutan standar berupa asam kuat maka akan didapatkan pH netral

ketika sampel yang digunakan bersifat basa kuat juga sehingga reaksi penetralan akan

sempurna. Namun akan menghasilkan pH yang asam ketika sampel yang digunakan

bersifat cenderung basa lemah sehingga reaksi penetralan cenderung ke arah asam.

Rumus dan Perhitungan Titrasi

Tujuan dari titrasi adalah untuk menentukan kadar atau konsentrasi suatu zat yang tidak

diketahui dengan menggunakan zat yang telah diketahui kadarnya sebagai acuan.

Prinsip dari perhitungannya yaitu berdasarkan jumlah mol masing masing zat yang bereaksi

dalam satu titrasi. Prinsipnya yaitu dalam satu reaksi yang telah selesai, jumlah zat dari satu

reaktan yang digunakan sama dengan jumlah zat reaktan lain yang bereaksi. Maka, pada

titrasi asam basa hal ini dapat dituliskan sebagai mol asam dan mol basa.

Mol asam = Mol basa

Mol dapat kita tentukan dari konsentrasi dan volume.

Mol = Konsentrasi x Volume

Maka dari persamaan diatas dapat disimpulkan bahwa:

(Konsentrasi x Volume) asam = (Konsentrasi x Volume) basa

Atau dirumuskan

Ma x Va = Mb x Vb

64

Untuk senyawa yang memiliki valensi lebih dari 1 maka dapat dirumuskan :

Ma x Va x na = Mb x Vb x nb

Dimana Ma adalah konsentrasi asam, Va adalah volume asam, na adalah jumlah valensi

asam, Mb adalah konsentrasi basa, Vb adalah volume basa, dan nb adalah jumlah valensi

basa. Ketika anda menentukan kadar suatu sampel asam yang berarti itu adalah titrasi

alkalimetri, maka volume sampel asam yang anda gunakan dapat ditentukan dengan bebas.

Kemudian anda menggunakan basa sebagai larutan standar (titran) dengan molaritas (Mb)

yang telah diketahui secar pasti. Volume basa (Vb) itu sendiri bisa anda dapatkan dari hasil

titrasi yaitu ketika titrasi telah mencapai titik akhirnya maka anda dapat menghitung berapa

volume basa atau larutan standar yang anda gunakan untuk menitrasi sampel tersebut.

Pada titrasi umumnya digunakan alat gelas yaitu buret yang memang khusus untuk

titrasi sehingga anda dapat melihat perubahan volume titran sebelum dan sesudah digunakan

untuk titrasi. Semakin banyak volume titran yang digunakan, maka konsentrasi akan semakin

tinggi.

Kurva Titrasi

65

66

2. Lembar kerja Siswa

LEMBAR KERJA SISWA

(LKS)

PERTEMUAN 1 dan 2

Anggota Kelompok: 1. 2. 3. 4. 5. 5. Kelas: :

Tujuan Pembelajaran

1. Siswa dapat menjelaskan pengertian titrasi

2. Siswa dapat menjelaskan jenis-jenis titrasi asam-basa

3. Siswa dapat menentukan titik ekivalen dan titik akhir titrasi asam-basa

4. Siswa dapat menentukan konsentrasi/kadar asam-basa dari data hasil

percobaan titrasi asam-basa

5. Siswa dapat menganalisis jenis titrasi asam-basa berdasarkan kurva data hasil

titrasi

Petunjuk

1. Diskusikanlah setiap

pertanyaan yang terdapat di

dalam LKS secara

berkelompok

2. Tuliskanlah jawaban Anda

pada kolom yang telah

disediakan

Pengantar

Titrasi asam-basa merupakan teknik

penentuan konsentrasi/kadar larutan asam/basa

berdasarkan konsentrasi larutan asam/basa yang

telah diketahui konsentrasinya. Prinsipnya

adalah reaksi netralisasi yang menghasilkan

garam dan air. Di dalam titrasi, digunakan

indikator asam basa yang akan menunjukkan

perubahan warna apabila titik ekuivalen telah

terlewati sehingga titrasi dapat diakhiri.

67

Mengamati

Amatilah botol di bawah ini dan cermati informasinya!

Gambar 1. Larutan HCl 0,05 M Gambar 2. Larutan HCl 0,1 M

Di laboratorium, kita sering melihat larutan kimia yang berada di

dalam botol dengan berbagai konsentrasi. Salah satu yang sering kita jumpai

yaitu larutan HCl dengan konsentrasi 0,05 M dan larutan HCl dengan

konsentrasi 0,1 M seperti gambar di atas.

Kasus 1

68

Amatilah botol di bawah ini dan cermati informasinya!

Gambar 1. Larutan HCl 0,05 M Gambar 2. Larutan HCl 0,1 M

Di laboratorium, kita sering melihat larutan kimia yang berada di

dalam botol dengan berbagai konsentrasi. Salah satu yang sering kita jumpai

yaitu larutan HCl dengan konsentrasi 0,05 M dan larutan HCl dengan

konsentrasi 0,1 M seperti gambar di atas.

69

Seorang siswa akan melakukan titrasi antara 25 mL larutan HCl yang tidak diketahui

konsentrasinya dengan NaOH 0,1 M. Siswa tersebut akan menentukan indikator yang tepat

untuk proses titrasi ini. Setiap penambahan larutan NaOH ke dalam larutan HCl diukur pH-

nya sehingga didapatkan data sebagai berikut.

Tabel 1. Data Hasil Titrasi Asam Kuat-Basa Kuat

No Volume NaOH 0,1 M yang

ditambahkan (mL) pH No

Volume NaOH 0,1 M yang

ditambahkan (mL) pH

1 0 1,00 8 25 7,00

2 5 1,18 9 26 11,29

3 10 1,37 10 28 11,75

4 15 1,60 11 30 11,96

5 20 1,95 12 35 12,22

6 22 2,20 13 40 12,36

7 24 2,69 14 45 12,46

Berdasarkan data pada Tabel 1, siswa membuat kurva titrasi antara volume NaOH yang

ditambahkan dengan pH larutan. Pada kurva tersebut, titik ekuivalen terletak pada pH 7 dan

bagian kurva yang curaberada pada rentang pH 2,69-11,29. Berdasarkan data tersebut siswa

memilih indikator fenolftalein untuk digunakan dalam proses titrasi tersebut.

Merumuskan Masalah

Buatlah rumusan masalah berdasarkan hasil pengamatan yang sudah Anda

lakukan pada Kasus 1 dan Kasus 2!

Mengumpulkan Data

Untuk menjawab rumusan masalah yang telah dibuat, lakukanlah kajian

pustaka dengan membaca beberapa referensi seperti buku, artikel, dan jurnal!

Kasus 2

70

Mengasosiasikan

Lakukan analisis terhadap informasi yang telah diperoleh dari membaca

referensi dengan menjawab pertanyaan-pertanyaan berikut!

Pertanyaan Kasus 1

1. Tuliskanlah jawaban Anda terkait rumusan masalah yang telah dibuat!

2. Apakah yang dimaksud dengan titrasi asam basa?

3. Apakah prinsip titrasi asam basa? Lengkapi dengan reaksi ionnya!

4. Apakah yang dimaksud dengan titran dan titrat?

5. Kapan proses titrasi harus dihentikan? Mengapa demikian?

6. Apakah perbedaan antara titik ekuivalen dan titik akhir titrasi?

Jawab

71

Pertanyaan Kasus 2

1. Buatlah kurva titrasi antara volume NaOH yang ditambahkan dengan pH larutan!

2. Mengapa dalam titrasi asam basa harus menggunakan indikator asam basa?

3. Carilah informasi mengenai indikator asam basa dan lengkapi Tabel 2 berikut.

Tabel 2. Indikator Asam dan Basa

No Indikator Perubahan Warna

Kisaran pH Dalam Asam Dalam Basa

1 Timol biru (TB)

2 Metil jingga (MJ)

3 Metil merah (MM)

4 Bromotimol biru (BTB)

5 Fenolftalein (PP)

4. Apakah dengan analisis kurva titrasi kita dapat menentukan indikator yang sesuai

dengan titrasi tersebut? Jelaskan!

Jawab

72

Mengkomunikasikan

Presentasikanlah hasil diskusi Anda di depan kelas!

Berdasarkan hasil pengamatan dan diskusi yang Anda lakukan, tulislah simpulan yang

Anda peroleh setelah melakukan pengumpulan informasi dari beberapa referensi!

73

D. Titrasi Asam Kuat dengan Basa Kuat

Hasil Pengamatan Titrasi Asam Kuat Oleh Basa Kuat

Percobaan ke- Volume HCl (mL) Jumlah tetes

NaOH (tetes)

Volume NaOH

(mL)

I

II

III

Volume rata-rata

Lakukan analisis terhadap informasi yang telah diperoleh dari membaca referensi

dengan menjawab pertanyaan-pertanyaan berikut ini!

1. Tuliskan persamaan reaksi percobaan di atas!

2. Jelaskan sifat larutan sebelum dan sesudah tercapai titik ekivalen, serta tentukan jenis

ion yang menentukan!

3. Setelah melakukan percobaan, hitunglah konsentrasi larutan HCl tersebut!

4. Faktor-faktor apa saja yang bisa menyebabkan kesalahan pada percobaan titrasi?

LEMBAR KERJA SISWA

(LKS)

PERTEMUAN 3 dan 4

Anggota Kelompok: 1. 2. 3. 4. 5. 5. Kelas: :

74

3. Penilaian

a. Instrumen Penilaian Sikap (Pertemuan 1 dan 2)

Sikap Kriteria Skala Nilai (Skor)

1 2 3 4 5

Keaktivan 1. Mendengarkan/memperhatikan

penjelasan guru atau teman

2. Mencatat penjelasan guru

3. Aktif bertanya dan menjawab

4. Mengajukan argumen ketika diskusi

berlangsung

Rubrik Penilaian Sikap Keaktivan

No Kriteria Skor Deskripsi

Keaktivan Siswa:

1 Mendengarkan/memperhatikan

penjelasan guru atau teman

5 Mendengarkan/memperhatikan

penjelasan guru atau teman

4 Mendengarkan, tetapi kurang

memperhatikan penjelasan guru atau

teman

3 Mendengarkan, tetapi tidak

memperhatikan penjelasan guru atau

teman

2 Kurang mendengarkan/memperhatikan

penjelasan guru atau teman

1 tidak mendengarkan/memperhatikan

penjelasan guru atau teman

2 Mencatat penjelasan guru

5 Mencatat konsep penting yang

dijelaskan guru

4 Mencatat sebagian besar konsep penting

yang dijelaskan guru

3 Mencatat sebagian kecil konsep penting

yang dijelaskan guru

2 Mencatat sebagian kecil konsep yang

tidak penting yang dijelaskan guru

1 Tidak mencatat konsep penting yang

dijelaskan guru

3 Aktif bertanya dan menjawab

5 Aktif bertanya dan menjawab pada

kegiatan diskusi dan tanya jawab di

kelas

4 Aktif menjawab tetapi kurang banyak

bertanya pada kegiatan diskusi dan

tanya jawab di kelas

3 Kurang aktif bertanya dan menjawab

pada kegiatan diskusi dan tanya jawab

di kelas

2 Kurang aktif bertanya dan tidak

menjawab pada kegiatan diskusi dan

tanya jawab di kelas

75

No Kriteria Skor Deskripsi

Keaktivan Siswa:

1 Tidak aktif bertanya dan menjawab

pada kegiatan diskusi dan tanya jawab

di kelas

4 Mengajukan argumen ketika diskusi

berlangsung

5 Banyak mengajukan argumen ketika

diskusi kelas berlangsung

4 Banyak mengajukan argumen tetapi

sebagian kecil argumennya salah

3 Banyak mengajukan argumen tetapi

sebagian besar argumennya salah

2 Sedikit mengajukan argumen tetapi

argumennya salah

1 Tidak pernah mengajukan argumen

ketika diskusi kelas berlangsung

Contoh butir:

Menjelaskan jenis-jenis titrasi asam-basa.

Instrumen Penilaian Sikap Kerja Sama dalam Praktikum (Pertemuan 3 dan 4)

Sikap Kriteria Skala Nilai (Skor)

1 2 3 4 5

Keaktivan 1. Membangun hubungan kerja sama

2. Memberi kesempatan bekerja

Rubrik Penilaian Sikap Keaktivan

No Kriteria Skor Deskripsi

Kerja Sama dalam Praktikum Siswa:

1 Membangun hubungan kerja sama

5 Dapat membangun kerja sama dengan

semua anggota dalam kelompok

4 Dapat membangun kerja sama dengan

sebagian besar anggota dalam kelompok

3 Dapat membangun kerja sama dengan

separuh anggota dalam kelompok

2 Dapat membangun kerja sama dengan

sebagian kecil anggota dalam kelompok

1 tidak dapat membangun kerja sama

dengan semua anggota dalam kelompok

2 Memberi kesempatan bekerja 5 Memberi kesempatan bekerja kepada

anggota lain menggunakan semua alat

praktikum yang digunakan dalam

percobaan

4 Memberi kesempatan bekerja kepada

anggota lain menggunakan sebagian

besar alat praktikum yang digunakan

dalam percobaan

76

No Kriteria Skor Deskripsi

Kerja Sama dalam Praktikum Siswa:

3 Memberi kesempatan bekerja kepada

anggota lain menggunakan setengah alat

praktikum yang digunakan dalam

percobaan

2 Memberi kesempatan bekerja kepada

anggota lain menggunakan sebagian

kecil alat praktikum yang digunakan

dalam percobaan

1 Tidak memberi kesempatan bekerja

kepada anggota lain menggunakan

semua alat praktikum yang digunakan

dalam percobaan

b. Instrumen Penilaian Pengetahuan (Pertemuan 1, 2, 3, dan 4)

Lisan

Pada saat pembelajaran, siswa diberi pertanyaan dengan cara merangsang siswa A

untuk bertanya, dan siswa lain menjawab. Butir pertanyaan lisan terdapat pada

kegiatan apersepsi, kegiatan inti dan penutup.

c. Instrumen Penilaian Keterampilan (Pertemuan 1 dan 2)

Lembar penilaian LKS

No Anggota Kelompok Kriteria Jumlah

Skor Nilai Ket.

1 2 3

1

2

3

Dst.

Rubrik penilaian

No Aspek Penilaian Skor Rubrik

1 Kelengkapan 3 Sangat Lengkap

2 Kurang Lengkap

1 Tidak Lengkap

2 Kerapihan 3 Sangat rapih/Terbaca

2 Kurang rapih/Kurang terbaca

1 Tidak rapih/Tidak terbaca

3 Ketepatan Menjawab Soal

Latihan

4 Tepat Semua

3 Terdapat ¼ soal yang salah

2 Terdapat ½ soal yang salah

1 Salah semua

77

INSTRUMEN PENILAIAN KETERAMPILAN (PERTEMUAN 3 DAN 4)

e. Procedural and Manipulative Skills

No Indikator Skor

1 2 3 4

1 Mempersiapkan

dan mengenakan

perlengkapan

yang wajib

digunakan dalam

praktikum

Tidak

mengenakan

perlengkapan

wajib di

laboratorium.

Hanya

mengenakan

jas labor dan

masker atau

jas labor dan

sarung tangan

Mengenakan

jas labor,

memakai

masker,

mengenakan

sarung tangan,

menggunakan

sandal atau

sepatu terbuka.

Mengenakan

jas labor,

memakai

masker,

mengenakan

sarung tangan,

tidak

menggunakan

sandal, sepatu

terbuka atau

sepatu berhak

tinggi.

2 Memilih

peralatan untuk

melakukan

percobaan secara

tepat

Tidak

menyiapkan

peralatan

untuk titrasi

Menyiapkan

kurang dari

lima peralatan

untuk titrasi

Menyiapkan

lebih dari lima

dan kurang dari

sepuluh

peralatan untuk

titrasi

Menyiapkan

statif, buret 50

mL,

erlenmeyer,

corong, karet

penghisap,

gelas, pipet

tetes, labu

takar, pipet

volume, gelas

arloji.

3 Mencari

informasi

tentang prosedur

dan teknik yang

akan digunakan

saat praktikum

Tidak

mencari

informasi

tentang

prosedur dan

teknik yang

akan

digunakan

saat

praktikum

Hanya

mencari

informasi

tentang

prosedur dan

teknik yang

akan

digunakan

saat

praktikum di

satu sumber

saja.

Mencari

informasi di

segala sumber,

namun hanya

sebatas

mendownload

tidak membaca

atau

memahaminya.

Mencari

informasi di

segala sumber

dan berusaha

memahaminya

seperti

membaca

handbook atau

menonton

contoh video

dengan

seksama.

4 4. Mengetahui

keterbatasan

dari peralatan

berhubungan

dengan

ukuran,

jumlah, dan

ketepatan.

5. Memasang

Tidak

memasang

buret dengan

keterampilan

dan prosedur

yang tepat.

Perlu panduan

dalam

memasang

buret.

Memasang

buret dengan

benar, tetapi

prosedurnya

kurang tepat.

Memasang

buret dengan

keterampilan

dan prosedur

yang tepat.

Tidak mengisi

buret dengan

keterampilan

Perlu panduan

dalam

mengisi buret.

Mengisi buret

dengan benar,

tetapi

Mengisi buret

dengan

keterampilan

78

No Indikator Skor

1 2 3 4

peralatan

secara

sistematis.

6. Menangani

peralatan dan

bahan kimia

secara

berhati-hati.

dan prosedur

yang tepat.

prosedurnya

kurang tepat.

dan prosedur

yang tepat.

Tidak

memipet 10

mL HCl 0,1M

ke dalam labu

dengan

keterampilan

dan prosedur

yang tepat.

Perlu panduan

untuk

memipet 10

mL HCl 0,1M

ke dalam

labu.

Memipet 10

mL HCl 0,1M

ke dalam labu

dengan benar,

tetapi

prosedurnya

kurang tepat.

Memipet 10

mL HCl 0,1M

ke dalam labu

dengan

keterampilan

dan prosedur

yang tepat.

5. Membongkar set

peralatan dengan

hati-hati

Tidak

menunjukkan

upaya untuk

memastikan

keamanan set

peralatan

yang akan

dibongkar

setelah

praktikum.

Melakukan

percobaan

dengan

minim

pertimbangan

keamanan.

Hanya

menunjukkan

upaya untuk

memastikan

keamanan set

peralatan yang

akan dibongkar

di awal

praktikum saja.

Menunjukkan

upaya untuk

memastikan

keamanan set

peralatan yang

akan dibongkar

setelah

praktikum.

f. Observational Skills

N

o Indikator

Skor

1 2 3 4

1 7. Mengetahui

batas ketelitian

instrumen.

8. Membaca skala

instrumen

dengan benar.

9. Mengamati

perubahan

warna dengan

hati-hati.

10. Memperhat

ikan detail yang

berkaitan bahan

percobaan

dengan teliti.

11. Melakukan

observasi

dengan hati-

hati dan benar.

Tidak

menambahka

n 0,1 M

NaOH ke

buret.

Perlu panduan

untuk

menambahka

n 0,1 M

NaOH ke

buret.

Menambahkan

0,1 M NaOH

ke buret

dengan tepat,

tetapi

prosedurnya

kurang tepat.

Menambahka

n 0,1 M

NaOH ke

buret dengan

tepat.

Tidak

menambahka

n indikator.

Perlu panduan

dalam

menambahka

n indikator.

Menambahkan

indikator,

tetapi tidak

memperhatika

n laju

perubahan

warna.

Menambahka

n indikator

dan titrasi

awal dengan

tepat

Tidak

menambahka

n NaOH

Perlu panduan

dalam

menambahka

n NaOH.

Menambahkan

NaOH setetes

demi setetes,

tetapi tidak

mencapai titik

akhir.

Menambahka

n NaOH

setetes demi

setetes

menuju titik

akhir

79

g. Drawing Skills

No Indikator Skor

1 2 3 4

1 Membuat tabel

hasil

pengamatan

Tidak

membuat tabel

hasil

pengamatan.

Membuat tabel

hasil

pengamatan,

namun hasil

tidak sesuai

dengan

percobaan.

Membuat tabel

hasil

pengamatan

secara

sistematis,

namun sulit

untuk dibaca.

Membuat tabel

hasil

pengamatan

secara

sistematis dan

mudah dibaca.

h. Reporting and Interpretative Skills

No Indikator Skor

1 2 3 4

1 Mencatat hasil

observasi/data/informasi

dengan tepat dan

sistematis

Tidak

mencatat

volume

awal

larutan.

Mencatat

volume awal

larutan

dengan

melihat hasil

teman.

Mencatat

volume awal

larutan, tetapi

mungkin

terdapat

kesalahan

dalam hasil.

Mencatat

volume awal

larutan

dengan hasil

yang tepat.

Tidak

mencatat

volume

akhir

larutan.

Mencatat

volume

akhir larutan

dengan

melihat hasil

teman.

Mencatat

volume akhir

larutan, tetapi

mungkin

terdapat

kesalahan

dalam hasil.

Mencatat

volume akhir

larutan

dengan hasil

yang tepat.

80

LEMBAR PENILAIAN PRODUK LEMBAR OBSERVASI PENILAIAN KINERJA

Nama :

NIP :

Instansi :

A. Petunjuk Pengisian Lembar Observasi

1. Lembar penilaian ini digunakan untuk mengetahui pendapat dan penilaian dari Bapak/Ibu sebagai ahli mengenai lembar observasi

penilaian kinerja untuk mengukur practical skills pada pokok bahasan asam basa yang telah dikembangkan.

2. Bapak/Ibu dimohon melakukan pengisian setiap butir pernyataan pada kolom yang telah disediakan.

3. Berikan tanda cek () pada kolom sesuai dengan pendapat Bapak/Ibu dengan berpedoman pada kriteria penelaahan berikut.

a. Aspek materi

1) Kesesuaian butir item dengan kisi-kisi

2) Kesesuaian isi dengan tujuan pengukuran

b. Aspek konstruktif

1) Pokok butir dirumuskan secara jelas

2) Terdapat petunjuk yang jelas cara menjawab lembar observasi

c. Aspek bahasa

1) Rumusan kalimat komunikatif

2) Kalimat menggunakan bahasa yang baik dan benar

3) Perumusan kalimat tidak menimbulkan penafsiran ganda

4) Rumusan pernyataan tidak mengandung kata-kata yang dapat menyinggung perasaan responden

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4. Apabila ada yang perlu dikomentari/disarankan untuk perbaikan lembar observasi, mohon ditulis pada bagian komentar dan saran yang

telah disediakan.

5. Terimakasih atas ketersediaan Bapak/Ibu untuk mengisi lembar validasi ini.

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C. Penilaian

Nomor

Item Layak

Layak dengan

Revisi Tidak Layak Komentar/Saran

1

2

3

4

5

6

7

8

9

10

11

12

13

14

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Nomor

Item Layak

Layak dengan

Revisi Tidak Layak Komentar/Saran

15

16

17

18

19

20

No Kriteria Layak

Layak

dengan

Revisi

Tidak

Layak Komentar/Saran

1 Ketepatan elaborasi aspek practical

skills dengan sumber

2

Ketepatan penjabaran aspek procedural

and manipulative skills menjadi

indikator dan deskripsi kegiatan

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No Kriteria Layak

Layak

dengan

Revisi

Tidak

Layak Komentar/Saran

3

Ketepatan penjabaran aspek

observational skills menjadi indikator

dan deskripsi kegiatan

4 Ketepatan penjabaran aspek drawing

skills menjadi indikator dan deskripsi

kegiatan

5 Ketepatan penjabaran aspek reporting

and interpretative skills menjadi

indikator dan deskripsi kegiatan

Yogyakarta, Oktober

NIP