Implementation and Effectiveness of Chemistry Instruction for Students in Special Sports Programs at Senior High Schools

Abstract

Chemistry learning in Special Sports Classes (KKO) faces challenges because students engage in intensive physical activities that influence their academic focus. This study aims to describe the implementation of chemistry learning and analyze the effectiveness of the learning process and outcomes for Grade X senior high school. A descriptive qualitative method was used through observation, structured interviews, and documentation. The results showed that learning followed the planning, implementation, and evaluation stages of the Merdeka Curriculum; however, its effectiveness remained suboptimal because students' physical fatigue reduced their concentration, participation, and motivation. Learning activities were also less conducive, limiting the quality of learning interactions. The average student score was below the minimum competency standard, with a completion rate of only 22%. The findings indicate that chemistry instruction in KKO classes has not been effective, highlighting the need for more adaptive strategies to meet the learning needs of students with high physical demands.