Strategi Adaptasi Guru Kimia dalam Menghadapi Tantangan Pembelajaran Senyawa Organik dan Makromolekul di Era Industri 4.0: Studi Multi Kasus

Abstract

Chemistry learning at the senior high school level, particularly on organic compounds and macromolecules, presents significant challenges due to the abstract and complex nature of the material as well as the demands of learning in the Industry 4.0 era. This study aims to explore chemistry teachers’ adaptive strategies in addressing these challenges and to identify the use of technology in supporting the learning process. This research employed a qualitative approach with a multiple-case study design. The participants consisted of five chemistry teachers from different senior high schools selected through purposive sampling. Data were collected through online semi-structured interviews and analyzed using thematic analysis, including data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation and member checking. The findings reveal that teachers’ adaptive strategies include curriculum-based instructional planning, the use of varied teaching methods, and the implementation of contextual and visualization approaches. The use of digital technology, such as instructional videos, animations, and interactive assessment platforms, plays a role in visualizing abstract concepts and enhancing student engagement. The main challenges identified include the abstract nature of the material, differences in students’ learning characteristics, and limitations in facilities and instructional time. This study concludes that teachers’ adaptive strategies are flexible and contextual responses to both the complexity of the subject matter and the demands of learning in the Industry 4.0 era, with technology integration serving as a key component in improving the effectiveness of chemistry learning.