Pendampingan Intensif Berbasis Diagnostik untuk Meningkatkan Kesiapan Siswa Kelas XII SMA dalam Menghadapi Tes Kompetensi Akademik Kimia 2025
DOI:
https://doi.org/10.36665/jupemy.v4i2.884Keywords:
academic mentoring, TKA Chemistry, diagnostic assessment, small group tutoringAbstract
Student preparation for the Chemistry Academic Competency Test (TKA) is a critical factor in college entrance selection. This community service activity aims to assist 15 12th-grade students from various high schools in the Solok area in preparing for the chemistry TKA. The method used was Participatory Action Research (PAR) with the following stages: (1) diagnostic assessment through a learning readiness questionnaire, (2) module development based on GAP analysis, (3) intensive mentoring with a small group guidance approach, and (4) post-activity evaluation. The results of the initial assessment showed variations in understanding of chemical concepts, with topics such as stoichiometry, chemical equilibrium, and pH calculations requiring the most in-depth study. 93% of participants stated that they needed guidance through an interactive tutorial approach, while the majority utilized a combination of independent study, group study, and ongoing guidance. After the mentoring, self-confidence and conceptual understanding improved, with the average readiness score increasing significantly. This program demonstrates that a diagnostic-based approach and personal mentoring are effective in optimizing students’ academic readiness.
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