REKONSTRUKSI ELEMEN KURIKULUM KIMIA SEKOLAH MENENGAH KEJURUAN (SMK) PROGRAM STUDI KEAHLIAN KEPERAWATAN

Penelitian ini bertujuan untuk merekonstruksi elemen kurikulum kimia yang relevan dengan kompetensi SMK program studi keperawatan. Desain penelitian yang digunakan adalah Developmental Research dengan tahapannya desain, pengembangan, dan evaluasi. Penelitian dilakukan di SMK Nusa Bhakti Bandung dan SMKN 1 Koto Besar (Kabupaten Dharmasraya). Penelitian ini melibatkan dua ahli pendidikan kimia, enam guru kejuruan keperawatan, dan enam guru kimia di keperawatan. Instrumen penelitian berupa format perumusan KD, konten kimia, dimensi pengetahuan, strategi pembelajaran, serta evaluasi yang telah divalidasi. Data hasil penelitian dianalisis dengan cara deskriptif kualitatif kemudian dijadikan sebagai masukan untuk penyempurnaan produk. Hasil penelitian menunjukkan bahwa KD kimia yang relevan dengan KD SMK keperawatan meliputi kemampuan mendefinisikan, menjelaskan, membedakan, mendeskripsikan, mengidentifikasi, mengklasifikasi, menganalisis, dan membuat larutan. Komposisi konten kimia yang relevan dengan tuntutan kompetensi SMK keperawatan terdiri dari unsur dan senyawa (27%); reaksi kimia (16%); laju respirasi dan pencernaan (12%); sifat fisis dan kimia senyawa desinfektan (5%), senyawa pensteril (5%), senyawa cairan infus (5%), senyawa perawatan luka (5%), senyawa obat-obatan (5%); konsep larutan (5%); larutan elektrolit dan nonelektrolit (5%); teori asam basa, larutan penyangga (5%); zat kimia kebutuhan oksigenasi (5%). Dimensi pengetahuan faktual, konseptual, prosedural, dan metakognitif diorientasikan pada pengetahuan kimia yang berkaitan dengan bidang keperawatan. Strategi pembelajaran berisi pendekatan pembelajaran dan model pembelajaran dengan sintaknya, terdiri dari pendekatan saintifik dengan model pembelajaran seperti inkuiri terbimbing, discovery learning, dan PjBL. Perumusan evaluasi pembelajaran memuat penilaian pada kompetensi pengetahuan, keterampilan dan sikap terhadap konten kimia terintegrasi SMK keperawatan. Penilaian kompetensi pengetahuan berupa tes tertulis dan penugasan. Penilaian keterampilan berupa penilaian kinerja praktikum, penilaian laporan praktikum, dan penilaian produk. Penilaian sikap berupa observasi sikap terhadap siswa selama proses pembelajaran, seperti sikap rasa ingin tahu, komunikatif, tanggung jawab, dan kerjasama. Kata Kunci: kurikulum, rekonstruksi kurikulum, kimia SMK, keperawatan This research aims to reconstruct elements of the chemical curriculum that are relevant to the competence of vocational high school (SMK) nursing study programs. The research design used is Developmental Research with the stages of design, development, and evaluation. The research was conducted at SMK Nusa Bhakti Bandung and SMKN 1 Koto Besar (Dharmasraya Regency). The study involved two chemistry education experts, six nursing vocational teachers, and six chemistry teachers in nursing. The research instruments used are formulation formats in the form of KD, chemical content, dimensions of knowledge, learning strategies, and evaluations that have been validated. The data of the research results are analyzed in a qualitative descriptive way and then used as input for product improvement. The results showed that the KD chemistry relevant to the KD SMK nursing include the ability to define, explain, differentiate, describe, identify, classify, analyze, and create solutions. The composition of chemical content relevant to the demands of vocational nursing competency consists of elements and compounds (27%); chemical reactions (16%); respiration and digestive rates (12%); physic and chemical properties of disinfectant compounds (5%), sterilizing compounds (5%), infusion fluid compounds (5%), wound care compounds (5%), medicinal compounds (5%); the concept of solutions (5%); electrolyte and nonelectrolyte solutions (5%); acid base theory, buffer solutions (5%); chemicals need oxygenation (5%). The dimensions of factual, conceptual, procedural, and metacognitive knowledge are oriented to chemical knowledge related to the field of nursing. Learning strategy contains learning approach and learning model with syntax, consisting of scientific approach with learning models such as guided inquiry, discovery learning, and project based learning (PjBL). The formulation of learning evaluation contains an assessment on the competence of knowledge, skills, and attitudes towards the integrated chemistry content of vocational nursing. Knowledge competency assessment consists of written tests and assignments. Skills assessment consists of practical performance assessment, practical report assessment, and product assessment. Attitude assessment consists of observation of attitudes towards students during the learning process, such as curiosity, communicative attitudes, responsibilities, and cooperation. Keywords: curriculum, curriculum reconstruction, vocational chemistry, nursin