ANALISIS KOMPETENSI PEDAGOGI GURU DALAM MENGOPTIMALKAN LABORATORIUM DAN PEMBELAJARAN KIMIA DI SMAS FRATER DON BOSCO LEWOLEBA

This study analyzes teachers' pedagogical competencies in optimizing the use of the chemistry laboratory as a learning resource at SMAS Frater Don Bosco Lewoleba. Teachers' pedagogical competencies include planning, implementation, and evaluation of laboratory-based learning to enhance the effectiveness and appeal of chemistry instruction. Using a qualitative descriptive method, data were collected through interviews, observations, and documentation involving chemistry teachers and students. The findings indicate that well-prepared lesson planning encompasses the development of laboratory-based lesson plans (RPP), integrating practical activities with teaching materials, and aligning experiments with students' needs. During the implementation phase, teachers applied the Problem-Based Learning (PBL) approach, ensured laboratory safety, and provided active guidance during practical sessions. Learning evaluation involved group discussions, laboratory reports, and presentations of experimental results, emphasizing the development of critical thinking and collaboration skills. The chemistry laboratory proved effective in helping students understand abstract concepts, train experimental skills, and cultivate scientific attitudes. However, the utilization of the laboratory at SMAS Frater Don Bosco Lewoleba needs improvement, particularly in terms of the availability of tools and materials, as well as further training for teachers. This study recommends enhancing teachers' pedagogical competencies through continuous training and providing adequate laboratory facilities to create more innovative and meaningful chemistry learning experiences.