PERSEPSI SISWA TERHADAP LINGKUNGAN BELAJAR LABORATORIUM KIMIA DI TIGA SMA NEGERI BANJARMASIN: SURVEI DESKRIPTIF MENGGUNAKAN CHEMISTRY LABORATORY ENVIRONMENT INVENTORY (CLEI)

Annisa Harwin  Maulida; Rusmansyah; Yogo Dwi  Prasetyo; Parham  Saadi; Asmi  Rusmanayanti; Arief Ertha  Kusuma; Tien Tien Lee

doi:10.20527/jcae.v9i3.3883

Authors

Annisa Harwin Maulida Jurusan Pendidikan Kimia FKIP Universitas Lambung Mangkurat
Rusmansyah Jurusan Pendidikan Kimia FKIP Universitas Lambung Mangkurat
Yogo Dwi Prasetyo Jurusan Pendidikan Kimia FKIP Universitas Lambung Mangkurat
Parham Saadi Jurusan Pendidikan Kimia FKIP Universitas Lambung Mangkurat
Asmi Rusmanayanti Language Pedagogy and Applied Linguistics Program, Faculty of Humanities, Eötvös Loránd University, Hungary
Arief Ertha Kusuma Program Studi PGSD, Universitas Borneo Tarakan, Indonesia
Tien Tien Lee Pendidikan Sains, Universiti Pendidikan Sultan Idris (UPSI), Malaysia

DOI:

https://doi.org/10.20527/jcae.v9i3.3883

Keywords:

Chemistry Laboratory Environment Inventory, Laboratorium Kimia, lingkungan belajar, persepsi siswa, survei deskriptif

Abstract

Lingkungan belajar laboratorium kimia merupakan konstruksi multidimensional yang mencakup aspek sosial, pedagogis, prosedural, dan material, Penelitian ini bertujuan untuk mendeskripsikan persepsi siswa terhadap lingkungan belajar laboratorium kimia di tiga SMA Negeri di Banjarmasin menggunakan Chemistry Laboratory Environment Inventory (CLEI). Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei deskriptif. Responden penelitian berjumlah 248 siswa kelas X dan XI yang telah mengikuti kegiatan praktikum kimia. Data dikumpulkan menggunakan angket CLEI yang terdiri atas 35 butir dalam lima dimensi, yaitu student cohesiveness, open-endedness, integration, rule clarity, dan material environment. Data dianalisis menggunakan skor rata-rata dan persentase capaian. Hasil penelitian menunjukkan bahwa rule clarity memperoleh persentase tertinggi sebesar 84,99%, diikuti oleh integration sebesar 82,24% dan material environment sebesar 81,08%, yang termasuk kategori sangat baik, student cohesiveness memperoleh 74,22% dan termasuk kategori baik, sedangkan open-endedness memperoleh persentase terendah sebesar 52,13% dan termasuk kategori cukup. Temuan menunjukkan bahwa siswa memersepsikan lingkungan laboratorium secara positif, terutama pada aspek kejelasan aturan, keterkaitan praktikum dengan pembelajaran di kelas, serta kondisi material. Sebaliknya, kesempatan untuk melakukan eksplorasi dan penyelidikan yang lebih terbuka masih dipersepsikan sebagai relatif terbatas, Rendahnya capaian open-endedness menjadi dasar untuk mempertimbangkan pengembangan kegiatan praktikum yang memberi ruang lebih besar bagi inisiatif dan pengambilan keputusan siswa secara bertahap tanpa mengurangi aspek keselamatan dan struktur laboratorium.

Abstract. The chemistry laboratory learning environment is a multidimensional construct encompassing social, pedagogical, procedural, and material aspects. This study aimed to describe students' perceptions of the chemistry laboratory learning environment in three public high schools in Banjarmasin using the Chemistry Laboratory Environment Inventory (CLEI). A quantitative descriptive survey was employed, The respondents were 248 students in Grades X and XI who had participated in chemistry laboratory activities. Data were collected using a 35-item CLEI questionnaire covering five dimensions: student cohesiveness, open-endedness, integration, rule clarity, and material environment. The data were analyzed using mean scores and percentage achievement, Rule clarity obtained the highest percentage (84,99%), followed by integration (82,24%) and material environment (81,08%), all categorized as very good, Student cohesiveness reached 74,22% and was categorized as good, whereas open-endedness obtained the lowest percentage (52,13%) and was categorized as sufficient. The findings indicate that students perceived the laboratory environment positively, particularly in terms of rule clarity, the connection between laboratory activities and classroom learning, and material conditions. In contrast, opportunities for more open exploration and investigation were perceived as relatively limited. The lower open-endedness score suggests a need to gradually expand opportunities for student initiative and decision-making while maintaining laboratory safety and structure.

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