Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mengidentifikasi kesulitan belajar siswa pada materi kimia hijau di SMAN 5 Banda Aceh. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri dari 35 siswa kelas X-6 untuk pengisian angket, tiga siswa dengan tingkat kesulitan belajar yang berbeda untuk wawancara, serta tiga guru kimia yang mengajar materi kimia hijau. Instrumen yang digunakan meliputi angket identifikasi kesulitan belajar siswa, pedoman wawancara guru, dan pedoman wawancara siswa yang telah divalidasi oleh ahli. Teknik pengumpulan data dilakukan melalui angket, wawancara, dan dokumentasi, sedangkan analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa masih mengalami kesulitan belajar pada enam aspek yang diteliti, yaitu aspek materi kimia hijau (62,9%), kemampuan siswa (71,4%), respon siswa, komunikasi guru dan siswa, pendekatan dan metode pembelajaran, serta suasana kelas. Faktor penyebab kesulitan meliputi faktor internal, seperti rendahnya pemahaman konsep, motivasi belajar, dan kemampuan mengaplikasikan materi, serta faktor eksternal, seperti metode pembelajaran yang didominasi ceramah, minimnya media pendukung, dan kondisi kelas yang belum sepenuhnya kondusif. Konsistensi antara hasil angket dan wawancara menunjukkan data yang valid. Penelitian ini menyimpulkan bahwa kesulitan belajar siswa pada materi kimia hijau bersumber dari kombinasi faktor internal dan eksternal yang saling memengaruhi.
Kata kunci: Kesulitan Belajar, Kimia Hijau, Pembelajaran Kimia, Kualitatif Deskriptif.

This research aims to identify students’ learning difficulties in green chemistry material at SMAN 5 Banda Aceh. The study employed a qualitative approach with a descriptive research type. The research subjects consisted of 35 students from class X-6 for questionnaire completion, three students with different levels of learning difficulties for interviews, and three chemistry teachers who taught green chemistry material. The instruments used included a student learning difficulties identification questionnaire, teacher interview guidelines, and student interview guidelines validated by experts. Data were collected through questionnaires, interviews, and documentation, while data analysis which includes data reduction, data presentation, and conclusion drawing. The results showed that students still experienced learning difficulties in six aspects examined: green chemistry material (62.9%), student ability (71.4%), student response, teacher–student communication, learning approaches and methods, and classroom atmosphere. The difficulties were caused by internal factors, such as low conceptual understanding, learning motivation, and the ability to apply material, as well as external factors, such as lecture-dominated teaching methods, limited learning media, and a classroom environment that was not fully conducive. The consistency between questionnaire and interview results indicated valid data. This study concludes that students’ learning difficulties in green chemistry stem from a combination of interrelated internal and external factors. Keywords: Learning Difficulties, Green Chemistry, Chemistry Learning, Descriptive Qualitative.