A. Kesimpulan
Berdasarkan hasil penelitian dan temuan, peranan pembelajaran yang menerapkan konsep ZPD sebagai berikut:
1. Efektivitas peningkatan pemahaman konsep level makroskopik pada kelompok yang menerapkan pembelajaran tanpa berbasis ZPD (87%) lebih besar secara signifikan (p = 0,002) dibandingkan kelompok yang menerapkan pembelajaran berbasis ZPD (71%).
2. Efektivitas peningkatan pemahaman konsep level submikroskopik pada kelompok yang menerapkan pembelajaran berbasis ZPD (43%) lebih besar secara signifikan (p = 0,000) dibandingkan kelompok yang menerapkan pembelajaran tanpa berbasis ZPD (15%).
3. Efektivitas peningkatan pemahaman konsep level simbolik pada kelompok yang menerapkan pembelajaran tanpa berbasis ZPD (79%) tidak berbeda secara signifikan (p = 0,845) dengan kelompok yang menerapkan pembelajaran tanpa berbasis ZPD (77%).
Sehingga berdasarkan pemaparan tersebut, dapat diperoleh kesimpulan bahwa pembelajaran ZPD dapat memberikan efektivitas peningkatan pemahaman konsep level simbolik yang lebih baik dibandingkan pembelajaran tanpa berbasis
ZPD.
B. Saran
Berdasarkan hasil penelitian yang telah dilakukan, maka peneliti menyampaikan beberapa saran sebagai berikut:
1. Meskipun hasil penelitian menunjukkan bahwa pembelajaran berbasis ZPD memberikan efektivitas peningkatan yang lebih baik pada level submikroskopik, namun kemampuan siswa dalam menjelaskan level submikroskopik secara verbal masih rendah, sehingga diperlukan
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pengembangan media lain seperti animasi komputer atau video pada materi hidrolisis garam yang mampu memberikan penjelasan yang lebih baik.
2. Diperlukan kemampuan komunikasi yang baik dalam pembelajaran yang menerapkan konsep ZPD, sehingga guru hendaknya berupaya untuk melatih kemampuan komunikasi siswa dalam pembelajaran, sehingga siswa yang menjadi tutor sebaya dapat menjadi narasumber yang baik dan memberikan pemahaman konsep pada rekan sebayanya.
3. Guru perlu memastikan bahwa siswa telah memahami materi prasyarat hidrolisis garam, terutama pada konsep asam kuat/lemah, basa kuat/lemah, kesetimbangan, dan persamaan reaksi kimia.
4. Kemampuan matematika siswa dapat menghambat kemampuan level simbolik siswa, sehingga dalam proses pembelajaran guru juga diharapkan mampu membantu siswa yang mengalami kesulitan dalam kemampuan matematika.
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