ANALISIS LINGKUNGAN PEMBELAJARAN CULTURALLY RESPONSIVE TRANSFORMATIVE TEACHING DARING PADA TOPIK LARUTAN ELEKTROLIT DAN NONELEKTROLIT

*ABSTRAK* Penelitian ini bertujuan untuk memperoleh profil persepsi peserta didik terhadap lingkungan pembelajaran melalui pendekatan Culturally Responsive Transformative Teaching (CRTT) yang dilakukan secara daring pada materi larutan elektrolit dan nonelektrolit. Penelitian dilaksanakan di salah satu SMA di Jakarta pada semester genap tahun ajaran 2020/2021 dengan partisipan 40 peserta didik kelas X MIPA. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data yang digunakan adalah wawancara, observasi, dan reflektif jurnal. Pengumpulan data terkait aspek-aspek lingkungan pembelajaran berbasis CRTT. Pembelajaran menggunakan pendekatan CRTT Daring yang terdiri dari 5 tahapan, yaitu prior knowledge dan technology comfort level, comprehensive dan multidimentional learning, interactive discussion, collaborative group working, serta reflections dan summary. Melalui pendekatan ini, peserta didik mendapatkan pengalaman baru yang membuat menjadi berpikiran terbuka dan menunjukkan empati kepada peserta didik lain. Interaksi yang terjadi selama proses pembelajaran menghasilkan interaksi positif antara guru dengan peserta didik dan peserta didik dengan peserta didik lain sehingga membentuk lingkungan pembelajaran yang nyaman untuk memudahkan peserta didik mencapai prestasi akademik. Dimensi lingkungan pembelajaran berdasarkan hasil penerapan pembelajaran dengan pendekatan ini, yaitu teacher support, student interaction dan collaboration, response, access, dan self-directedness. Profil persepsi peserta didik terhadap lingkungan pembelajaran melalui pendekatan ini adalah melalui dukungan guru membentuk lingkungan kelas menjadi nyaman sehingga meningkatkan kemampuan peserta didik untuk belajar. Peserta didik yang terlibat dalam diskusi yang bermakna juga cenderung menunjukkan pemahaman yang lebih baik. Selain itu, peserta didik dapat mengarahkan dan mengelola pembelajaran mereka sendiri. Berdasarkan analisis pemahaman konsep peserta didik berdasarkan Taksonomi Bloom Revisi, seluruh peserta didik dapat mencapai level mengingat (C1), sebanyak 70% peserta didik telah mencapai level memahami (C2), 50% peserta didik mencapai level menerapkan (C3) 50%, dan 30% peserta didik mencapai level menganalisis (C4). Sehingga penelitian ini memiliki dampak positif terhadap lingkungan pembelajaran dan pemahaman peserta didik pada pembelajaran kimia. *ABSTRACT* This study aims to obtain a profile of students' perceptions of the learning environment through the Culturally Responsive Transformative Teaching (CRTT) approach which is carried out online on electrolyte and nonelectrolyte solutions. The research was carried out in a high school in Jakarta in the even semester of the 2020/2021 academic year with 40 participants from class X MIPA. This study uses qualitative methods with data collection techniques used are interviews, observations, and reflective journals. Collecting data related to aspects of the CRTT-based learning environment. Learning uses the CRTT online approach which consists of 5 stages, namely prior knowledge and technology comfort level, comprehensive and multidimensional learning, interactive discussion, collaborative group working, as well as reflections and summary. Through this approach, students get new experiences that make them open-minded and show empathy to other students. The interactions that occur during the learning process produce positive interactions between teachers and students and students with other students so as to form a comfortable learning environment to facilitate students in achieving academic achievement. Dimensions of the learning environment based on the results of the application of learning with this approach, namely teacher support, student interaction and collaboration, response, access, and self-directedness. The profile of students' perceptions of the learning environment through this approach is through teacher support to form a comfortable classroom environment so as to increase students' ability to learn. Learners who engage in meaningful discussions also tend to show better understanding. In addition, students can direct and manage their own learning. Based on the analysis of students' conceptual understanding based on Revised Bloom's Taxonomy, all students can reach the level of remembering (C1), as many as 70% of students have reached the level of understanding (C2), 50% of students have reached the level of applying (C3) 50%, and 30% of students reached the level of analyzing (C4). So that this research has a positive impact on the learning environment and students' understanding of chemistry learning