Calon guru sebagai kunci utama keberhasilan penggunaan teknologi di sekolah ke depannya harus mampu membangun literasi digital. Berbagai penelitian telah dilakukan sebagai upaya untuk mengasah kemampuan literasi digital ini, salah satunya dengan mengetahui sejauh mana pemahaman masyarakat mengenai literasi digital melalui persepsi. Penelitian ini bertujuan untuk mengetahui bagaimana persepsi calon guru kimia mengenai literasi digital sebagai keterampilan abad 21. Metode yang digunakan dalam penelitian ini adalah deskriptif kuantitatif, dengan instrumen berbentuk angket. Responden merupakan mahasiswa pendidikan kimia Universitas Islam Negeri Syarif Hidayatullah Jakarta angkatan 2016, 2017, dan 2018. Data penelitian diperoleh dari jawaban 187 orang responden terhadap angket yang diberikan. Hasil penelitian menunjukkan bahwa pada komponen literasi media dan informasi calon guru kimia memiliki persepsi yang sangat baik dengan persentase rata-rata sebesar 81,06%, begitupun pada komponen literasi TIK, calon guru kimia memiliki kriteria persepsi yang sangat baik dengan nilai persentase sebesar sebesar 84,47%. Dengan demikian, dapat diketahui bahwa secara keseluruhan persepsi calon guru kimia mengenai literasi digital memiliki kriteria persepsi yang sangat baik dengan hasil persentase rata-rata dari keseluruhan indikatornya sebesar 82,19%.Â

DEVELOPMENT OF SETS-BASED CHEMISTRY LEARNING E-MODULES (SCIENCE, ENVIRONMENT, TECHNOLOGY, SOCIETY) ON COLLIGATIVE PROPERTIES OF SOLUTIONSAbstractThis study aims to produce an e-module for learning chemistry based on SETS (Science, Environment, Technology, Society) on the colligative properties of solutions, and to find out students' responses to the e-module. This study uses a 4-D model (define, design, development, and disseminate) which is limited only to the development stage. The instruments used in this research are needs analysis questionnaire, student analysis questionnaire, module content validation sheet, and student response questionnaire sheet. The validation of the content of the module was carried out by 2 instructional review experts and 1 practitioner. Based on the validator's assessment, a valid and worthy module was produced to be tested. The e-module trial phase was carried out on 35 students of class XII MIPA at SMAN 4, South Tangerang City. Based on the student response questionnaire, obtained a percentage of 82.5% in the SETS-based learning aspect which is included in the very good category. Overall, there was a positive response to the developed e-module with an average percentage of 82.93% which was included in the very good category and was suitable for use as a medium and source of learning in the learning process.AbstrakPenelitian ini bertujuan untuk menghasilkan e-modul pembelajaran kimia berbasis SETS (Science, Environment, Technology, Society) pada materi sifat koligatif larutan, serta mengetahui tanggapan siswa terhadap e-modul tersebut. Penelitian ini menggunakan model 4-D (define, design, development, dan disseminate) yang dibatasi hanya sampai tahap development. Instrumen yang digunakan dalam penelitian ini yaitu angket analisi kebutuhan, angket analisis peserta didik, lembar validasi isi modul, dan lembar angket respon siswa. Validasi isi modul dilakukan oleh 2 orang ahli kajian instruksional dan 1 orang praktisi. Berdasarkan penilaian validator, dihasilkan modul yang valid dan layak untuk diuji coba. Tahap uji coba e-modul dilakukan terhadap 35 orang siswa kelas XII MIPA di SMAN 4 Kota Tangerang Selatan. Berdasarkan angket respon siswa, diperoleh presentase sebesar 82,5% pada aspek pembelajaran berbasis SETS yang termasuk kedalam kategori sangat baik. Secara keseluruhan, diperoleh respon positif terhadap e-modul yang dikembangkan dengan presentase rata-rata sebesar 82,93% yang termasuk dalam kategori sangat baik dan layak digunakan sebagai media dan sumber belajar dalam proses pembelajaran.

This research aimed to analyze the phenomenon of learning loss and its revitalization in chemistry learning in an effort to support the independent learning curriculum and find out the implementation of merdeka belajar in schools. The sample of this research was 227 students and 17 high school chemistry teachers in the Bogor area which were determined by cluster random sampling. The method used is descriptive with a survey approach. The instruments used in this study consisted of: student and teacher questionnaires and documentation. The data analysis technique used is quantitative descriptive. The results of the study show that: 1) the implementation of merdeka belajar in high schools in the Bogor area is included in the independent changing and independent sharing categories. 2) the percentage of the average score of the results of the student questionnaire is 62.4% (enough) and the teacher's questionnaire is 72.7% (good). 3) Based on statistical tests, a significance value of 0.000 ≥ 0.05 is obtained. So it can be concluded that the implementation of merdeka belajar at senior high schools in the Bogor area did not have an effect on the phenomenon of student learning loss in chemistry subjects.

Digital literacy skills in the era of disruption are needed not only the ability to find, use and disseminate information in learning, but also the ability to make information, critical evaluation, accuracy of the application used and in-depth understanding of the content of the information so as not to cause errors. This study aims to describe the perception and understanding of digital literacy of chemistry teachers at the SMA/MA level in the era of disruption. The method used is descriptive method. The research sample was 23 high school/MA chemistry teachers in the Bogor area who were determined by cluster random sampling. The instruments used consisted of FGD instruments and questionnaires. The data obtained were analyzed descriptively quantitatively. Based on the data, it is known that the perception and understanding of high school/MA chemistry teachers on digital literacy in the era of disruption in the realm of educator competence is 86.40% (Very Good). The results of statistical tests state that there is no significant relationship between years of service, gender, school where they teach, and certification status with the digital literacy competence of chemistry teachers.