Analisis Strategi Pembelajaran dan Perencanaan Pembelajaran Materi Senyawa Organik dan Makromolekul dalam Pembelajaran Kimia di SMA

Abstract

This study examines teaching strategies and lesson planning for organic compounds and macromolecules in high school chemistry. Using a qualitative descriptive approach, data were collected through semi-structured interviews with five chemistry teachers from various public and private high schools. The results of the study indicate a diversity of approaches in designing Lesson Plans (RPP), selecting learning resources, and implementing differentiated instruction. Teachers such as Senny and Taufik explicitly apply differentiation, while others demonstrate implicit implementation through consistent timing, material adaptation, and the use of visual media. The learning strategies used include lectures, group discussions, and innovative approaches such as flipped classrooms, problembased learning, and digital integration. Teachers who utilize technology such as ChemDraw and Google Forms tend to create a more interactive and effective learning environment. However, technological limitations and infrastructure constraints remain the primary barriers. Although most teachers are aware that their strategies are not yet fully optimal for all students, they demonstrate reflective awareness and a commitment to future improvement through project-based learning and the application of contextual approaches in line with the Merdeka Curriculum. This study highlights the importance of training, infrastructure, and policy support to enable teachers to develop adaptive and student-centered learning models.