ANALISIS PERBANDINGAN HASIL BELAJAR KIMIA DASAR DITINJAU DARI TINGKAT PENGALAMAN BELAJAR KIMIA DI SMA PADA MAHASISWA PENDIDIKAN KIMIA ANGKATAN 2022 DAN 2025 FKIP UHO

Nora Vita Ode; Esnawi; Abraham Rahman

doi:10.36989/didaktik.v12i03.16614

Nora Vita Ode Universitas Halu Oleo
Esnawi Universitas Halu Oleo
Abraham Rahman Universitas Halu Oleo

DOI: https://doi.org/10.36989/didaktik.v12i03.16614

Keywords: Basic Chemistry learning outcomes, chemistry learning experience, Merdeka Curriculum, 2013 Curriculum, Mann-Whitney U test.

Abstract

This study aimed to describe students’ chemistry learning experiences in senior high school and their Basic Chemistry learning outcomes, as well as to analyze differences in Basic Chemistry learning outcomes between the 2022 and 2025 cohorts and based on chemistry learning experience among 2025 cohort students in the Chemistry Education Study Program, Faculty of Teacher Training and Education, Halu Oleo University. This study employed a quantitative approach with descriptive and comparative methods using an ex post facto design. The sample consisted of 115 students, 48 from the 2022 cohort and 67 from the 2025 cohort selected through purposive sampling. Data were collected using questionnaires to capture respondents’ characteristics and chemistry learning experience in senior high school, as well as documentation of final grades in the Basic Chemistry course. Data were analyzed using descriptive statistics and the Mann-Whitney U test. The results showed that all students from the 2022 cohort had studied chemistry for three years in senior high school, whereas students from the 2025 cohort had varying chemistry learning experiences: 0-1 year, 2 years, and 3 years. Basic Chemistry learning outcomes were dominated by grade B (88 students; 76.5%), followed by grade C (25 students; 21.7%) and grade A (3 students; 2.6%). The Mann-Whitney U test indicated a significant difference in Basic Chemistry learning outcomes between the 2022 and 2025 cohorts (p < 0.05), with the 2025 cohort obtaining a higher mean rank than the 2022 cohort. Among 2025 cohort students, however, no significant difference was found in Basic Chemistry learning outcomes between students with 0-1 year and those with 2-3 years of chemistry learning experience (p > 0.05). These findings indicate that the duration of prior chemistry learning experience does not significantly differentiate students’ Basic Chemistry outcomes, whereas cohort differences are associated with significant variation in learning outcomes.

References

Aini, A. Q., & Sylvia, I. (2025). Sistem pemilihan mata pelajaran pilihan dalam implementasi Kurikulum Merdeka di SMA Negeri 2 Lubuk Basung. Naradidik: Journal of Education and Pedagogy, 4(2), 318–331.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Anggraini, F., Kirana, I. O., & Nasution, Z. M. (2025). Hubungan minat belajar dan asal jurusan terhadap prestasi belajar mahasiswa program studi teknik informatika STIKOM Tunas Bangsa Pematangsiantar. DIAJAR: Jurnal Pendidikan dan Pembelajaran, 4(1), 139–145.

Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart, and Winston.

Clark, L. R. (2011). Examining the relation between high school science coursework and performance in college chemistry. University of Oregon.Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.

Fitri Anggraini, D., Zulfahmi, & Setiawan, A. (2024). Pengaruh asal jurusan dan jalur masuk perguruan tinggi terhadap prestasi akademik mahasiswa program studi kimia. Jurnal Pendidikan Kimia Indonesia, 8(1), 23–34.

Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart and Winston.

Godwin, K. E., Almeda, M. V., Petroccia, M., Baker, R. S., & Fisher, A. V. (2021). The elusive relationship between time-on-task and learning: Not simply an issue of measurement. Educational Psychology Review, 33(3), 1035–1065.

Hailu, B., Bekele, A., & Tessema, G. (2024). Academic achievement as a quantitative indicator of cognitive development: A conceptual review. International Journal of Education and Learning, 6(1), 44–55.

Hamalik, O. (2021). Kurikulum dan pembelajaran (edisi revisi). Bumi Aksara.

Hulwani, F., & Aliyyah, R. R. (2024). Hasil belajar mahasiswa pada mata kuliah kimia dasar: Kajian faktor penentu dan strategi peningkatan. Jurnal Pendidikan Sains Indonesia, 12(2), 88–101.

Hutasoit, C. C., Napitu, S., Sormin, A. A., Ginting, C., & Pelawi, A. V. B. (2025). Hakikat kurikulum dalam pendidikan. Jurnal Kajian Ilmiah Interdisiplinier, 9(6).

Jufrida, J., Basuki, F. R., & Hakim, N. (2024). Tinjauan sistematis pemahaman konsep kimia dasar mahasiswa: Penyebab kesulitan dan strategi pembelajaran. Jurnal Pendidikan Sains Indonesia, 12(1), 33–52.

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work. Educational Psychologist, 41(2), 75–86.

Mendikbudristek. (2024). Salinan Permendikbudristek Nomor 12 Tahun 2024.

Rosa, N. M., & Nursa'adah, F. P. (2020). Descriptive analysis of learning difficulties on the basic chemistry course. Formatif: Jurnal Ilmiah Pendidikan MIPA, 9(4).

Santrock, J. W. (2018). Educational psychology (6th ed.). McGraw-Hill Education.

Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson Education.

Solas, E. P. C. (2025). Initial exploration of factors affecting university students’ performance in first-year physical chemistry. Caribbean Journal of Education and Development, 2(1), 1–24.