130 | JI PI 6(2):130-144, 2022 JIPI 6(2):130-144, 2022 Jurnal IPA dan Pembelajaran IPA e-ISSN: 2620-553X p-ISSN: 2614-0500 Validitas Alat Praktikum Kimia Berbasis Bahan Bekas pada Materi Termokimia Cindi Patika Sari, Raudhatul Fadhilah * , Dedeh Kurniasih Program Studi Pendidikan Kimia, FKIP Universitas Muhammadiyah Pontianak, Pontianak, Indonesia *Email: raudhatul.fadhilah@unmuhpnk.ac.id DOI: 10.24815/ jipi.v6i2.24907 Article History: Received: February 20, 2022 Revised: May 17, 2022 Accepted: May 26, 2022 Published: June 2, 2022 Abstract. Practicum is often not carried out in schools because of the limitations of practical tools. Therefore, it is necessary to develop practical tools to make it easier for students to understand the concept of thermochemistry. This study aims to produce a valid and practical thermochemistry practicum tool. Validity is measured from the material and media aspects using a validation sheet. Meanwhile, practicality was measured using teacher and student response questionnaires. This type of research is research and development (research and development) ADDIE model (analysis, design, development, implementation, and evaluation). The results of the analysis show that the thermochemical practicum tool developed is declared to be very valid with an average value of 0.94 and 0.92. The results of the practicality test obtained very practical criteria in the initial field trial and the main field trial an average of 94.64% and 97.92%, respectively. Thus, the thermochemistry practicum tool developed is suitable to be used as a medium for learning thermochemical material. Keywords: practicum tools, practicum methods, phermochemical material Pendahuluan Melalui pembaharuan kurikulum 2013 di sekolah yang menekankan pada keterampilan 4C ( critical thinking and problem solving,, creativitiy dan innovative, communication and collaborative) dalam pembelajaran, diharapkan pendidik dapat mengembangkan keterampilan abad 21 dalam pembelajaran (Redhana, 2019). Keterampilan yang diperlukan peserta didik untuk menghadapi tantangan abad 21 adalah kreatif dan inovasi, berpikir kritis dan problem solving, komunikasi dan kolaborasi (Yani & Ruhimat, 2018). Peserta didik memiliki kesempatan untuk berpartsisipasi aktif dan membangun pengetahuannya sendiri melalui kegiatan kolaborasi dan diskusi (Ueno, 2013). Oleh sebab itu, pembelajaran kimia harus menitikberatkan pada pemahaman ketiga level representasi kimia agar dapat mengembangkan pemahaman siswa tentang fenomena kimia (Enero & Umesh, 2018; Ferreira & Lawrie, 2019; Mekwong & Chamrat, 2021; Mindayula & Sutrisno, 2020; Pikoli, 2020). Dalam kehidupan sehari-hari hampir semua produk keperluan manusia menggunakan bahan kimia dalam proses produksinya (Arryanto, dkk., 2006). Penelitian yang dilakukan oleh (Latifah, dkk., 2014) menyatakan bahwa kegiatan praktikum dalam