Learning Engagement in Reaction Kinetics: A Three-Dimensional Analysis in an Integrated Islamic Senior High School

Abstract

English

Education plays a vital role in promoting students’ academic success, particularly in subjects that involve abstract and complex concepts such as reaction rates in chemistry. These concepts integrate macroscopic, microscopic, and symbolic aspects, which often lead to misconceptions when not properly understood. Therefore, students’ learning engagement encompassing behavioral, emotional, and cognitive dimensions is essential to foster meaningful understanding. This study aims to analyze the learning engagement of eleventh-grade students in the reaction rate topic at Integrated Islamic Senior High School Al-Mumtaz Pontianak during classroom learning activities. A descriptive qualitative approach was employed involving 18 students enrolled in the chemistry specialization for the 2024/2025 academic year. Data were collected through observation, interviews, and documentation. The findings reveal varied levels of engagement across the three dimensions. Behaviorally, students demonstrated active participation in academic tasks, although attendance consistency and adherence to classroom rules require improvement. Emotionally, students expressed enjoyment during the learning process, yet their specific interest in the reaction rate topic remains limited. Cognitively, students exhibited high motivation and initiative, particularly in collaborative learning contexts and through the use of diverse learning resources and strategies to enhance conceptual understanding. These findings emphasize the need to cultivate balanced engagement across behavioral, emotional, and cognitive domains to strengthen students’ conceptual mastery in chemistry learning.

Indonesian

Pendidikan berkaitan dengan aktivitas belajar peserta didik guna mencapai kesuksesan akademis termasuk dalam materi yang dianggap sulit oleh peserta didik, diantaranya materi laju reaksi karena bersifat kompleks dan abstrak mencakup tiga aspek, yaitu makroskopis, mikroskopis dan simbolis menyebabkan miskonsepsi sehingga diperlukan keterlibatan belajar peserta didik meliputi aspek keterlibatan perilaku, emosional dan kognitif. Penelitian ini bertujuan untuk mengetahui keterlibatan belajar (learning engagement) peserta didik pada materi laju reaksi di SMA IT Al-Mumtaz Pontianak dalam proses belajar di kelas. Penelitian ini menggunakan metode kualitatif deskriptif dengan subjek penelitiannya peserta didik kelas XI. Pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. Hasil penelitian dari analisis keterlibatan belajar peserta didik kelas XI pada materi laju reaksi pada aspek perilaku menunjukkan kehadiran dan kepatuhan terhadap aturan kelas perlu ditingkatkan, meskipun demikian peserta didik terlibat aktif dalam tugas akademik dan partisipasi pembelajaran. Aspek emosional menunjukkan bahwa minat peserta didik terhadap materi laju reaksi masih perlu dioptimalkan, meskipun peserta didik merasa senang dengan proses pembelajaran materi laju reaksi. Aspek kognitif menunjukkan motivasi tinggi dalam pembelajaran materi laju reaksi melalui belajar secara kelompok dan dukungan strategi pembelajaran yang digunakan peserta didik dengan menggunakan literatur yang ada dan memahami materi dengan cara masing-masing sesuai minat dan ketertarikan.

Keywords

• chemistry education
• learning engagement
• reaction rate
• student motivation