PENYEMPURNAAN ELEMEN KURIKULUM KIMIA PADA SMK KOMPETENSI KEAHLIAN KIMIA TEKSTIL DALAM MEMBANGUN MERDEKA BELAJAR

ABSTRAK Penelitian ini didasarkan belum terintegrasinya elemen kurikulum dalam mata pelajaran kimia terhadap konteks kejuruan. Penelitian ini bertujuan untuk menyempurnakan elemen kurikulum kimia yang relevan dengan kebutuhan SMK kompetensi keahlian kimia tekstil. Penelitian ini merupakan jenis penelitian dan pengembangan atau Research and Development (R&D) yang dimodifikasi sehingga terdiri atas 3 tahap yaitu tahap perencanaan, tahap pengembangan, dan tahap validasi. Partisipan pada penelitian ini terdiri dari 2 ahli pendidikan kimia, 3 guru kimia SMK, dan 4 guru SMK Kompetensi Keahlian Kimia Tekstil yang berperan sebagai validator. Instrumen penelitian ini berupa format validasi kompetensi dasar, konten, dimensi pengetahuan dan desain merdeka belajar. Hasil penelitian menunjukkan bahwa kompetensi dasar kimia yang relevan dengan kebutuhan SMK Kompetensi Keahlian Kimia Tekstil meliputi kemampuan menjelaskan, mengklasifikasi, mengidentifikasi, menganalisis dan melakukan kerja terkait bahan kimia penyusun bahan-bahan tekstil, zat kimia pewarna tekstil, zat kimia pembantu penyempurnaan khusus tekstil, larutan kimia untuk pengujian kimia bahan tekstil dan larutan kimia untuk proses persiapan kimia tekstil. Konten kimia yang relevan dengan kebutuhan kompetensi keahlian kimia tekstil terdiri dari bahan kimia penyusun bahan tekstil (3%), bahan kimia penyusun serat tekstil (3%), bahan kimia penyusun benang tekstil (3%), bahan kimia penyusun kain rajut dan kain tenun (3%), larutan kimia penghilangan kanji (3%), bahan kimia penyusun kain tekstil (11%), zat kimia pengelantang (3%), larutan kimia pemerseran kain (3%), larutan kimia pengurangan berat kain (3%), zat kimia pewarna tekstil (50%), zat kimia perintang dan perusak warna tekstil (6%), dan zat kimia penyempurnaan khusus tekstil (9%). Dimensi pengetahuan faktual, konseptual, prosedural dan metakognitif diorientasikan pada sifat fisis dan kimia bahan-bahan kimia yang digunakan pada kimia tekstil. Desain merdeka belajar difokuskan pada variasi pengalaman belajar belajar berkenaan dengan suasana belajar yang dapat diterapkan pada pembelajaran kimia, variasi strategi pembelajaran berisi variasi metode dan pendekatan yang dapat digunakan untuk menyampaikan konten kimia terintegrasi pada pembelajaran kimia, variasi tempat belajar di kelas, laboratorium, lapangan, maupun di rumah dan magang di industri berkenaan dengan konten kimia terintegrasi yang dapat diterapkan/dipakai sebagai dasar ilmu saat magang. ABSTRACT This research is based on the lack of integration of curriculum elements in chemistry subjects in the vocational context. This study aims to perfect the elements of the chemistry curriculum that are relevant to the needs of the vocational skills competency in textile chemistry. This research is a type of research and development or Research and Development (R&D) which is modified so that it consists of 3 stages, namely the planning stage, the development stage, and the validation stage. Participants in this study consisted of 2 chemistry education experts, 3 vocational chemistry teachers, and 4 textile chemistry skills vocational school teachers who acted as validators. The research instrument is a form of validation of basic competencies, content, dimensions of knowledge and independent learning design. The results showed that the basic chemical competencies that are relevant to the needs of the Textile Chemistry Competency Vocational School include the ability to explain, classify, identify, analyze and carry out work related to the chemical constituents of textile materials, textile dye chemicals, special textile enhancement auxiliary chemicals, solutions chemicals for chemical testing of textile materials and chemical solutions for textile chemical preparation processes. Chemical content relevant to the needs of textile chemical expertise consists of chemicals that makeup textile materials (3%), chemicals that makeup textile fibers (3%), chemicals that makeup textile yarns (3%), chemicals that makeup knitting fabrics and woven fabrics. (3%), starch removal chemical solutions (3%), chemicals makingup textile fabrics (11%), bleaching chemicals (3%), chemical diluting solutions (3%), chemical solutions to reduce fabric weight (3%) , textile dye chemicals (50%), textile coloring agents and dyes (6%), and textile specialty enhancement chemicals (9%). The dimensions of factual, conceptual, procedural and metacognitive knowledge are oriented to the physical and chemical properties of the chemicals used in textile chemistry. The independent learning design is focused on a variety of learning experiences with regard to the learning atmosphere that can be applied to chemistry learning, variations in learning strategies contain a variety of methods and approaches that can be used to convey integrated chemical content in chemistry learning, variations in learning places in the classroom, laboratory, field, as well as at home and internships in the industry regarding integrated chemical content that can be applied / used as a basis for knowledge during an internship