<![CDATA[Chemistry is often perceived by students as a difficult subject to comprehend due to its numerous abstract concepts, resulting in low student responsiveness during the learning process. Consequently, innovations in teaching methods are necessary to improve students' understanding and active engagement in chemistry classes. This study aims to describe the implementation of the peer teaching method in Chemistry for Grade XI Science classes and evaluate its impact on enhancing students' responsiveness. The research method employed was a descriptive study with a mixed-methods (qualitative and quantitative) approach. Data collection was conducted using a structured questionnaire distributed to all students in classes XI Science 1 and XI Science 2 at SMA Mandalahayu, Bekasi City, at the end of the even semester of the 2024/2025 academic year. Quantitative analysis results indicated a very high level of acceptance of the method, with positive responses ("Yes") reaching 83.1%, while negative responses ("No") accounted for only 16.9%. Qualitatively, the application of peer teaching proved effective in optimizing students' Zone of Proximal Development (ZPD) through the use of peer language, which is easier to understand and free from the intimidation of teacher authority. This peer teaching method significantly improved students' responsiveness indicators, such as the courage to ask questions, active participation in expressing opinions, readiness to respond to instructions, and responsibility toward assignments. However, the effectiveness of this method is heavily influenced by the even distribution of academic competence among tutors and the commitment of group members. ABSTRAK Mata pelajaran kimia sering dianggap oleh siswa sebagai mata pelajaran yang sulit dipahami karena banyak konsep yang bersifat abstrak, sehingga menjadikan siswa menjadi kurang responsif ketika pembelajaran. Oleh karena itu, inovasi dalam metode pembelajaran perlu dilakukan untuk memperbaiki pemahaman siswa serta keterlibatan siswa dalam pembelajaran kimia. Penelitian ini bertujuan untuk mendeskripsikan penerapan metode pembelajaran peer teaching (tutor sebaya) pada mata pelajaran Kimia di kelas XI IPA serta mengevaluasi dampaknya terhadap peningkatan sikap responsif siswa. Metode penelitian yang digunakan adalah studi deskriptif dengan pendekatan kualitatif dan kuantitatif (mixed-methods). Instrumen penelitian berupa kuesioner terstruktur yang diisi oleh seluruh siswa kelas XI IPA 1 dan XI IPA 2 di SMA Mandalahayu Kota Bekasi pada akhir semester genap tahun pelajaran 2024/2025. Hasil analisis kuantitatif menunjukkan tingkat penerimaan metode yang sangat tinggi, dengan akumulasi respons positif ("Ya") mencapai 83,1%, sementara respons negatif ("Tidak") hanya sebesar 16,9%. Secara kualitatif, penerapan peer teaching terbukti efektif mengoptimalkan Zone of Proximal Development (ZPD) siswa melalui penggunaan bahasa teman sebaya (peer language) yang lebih mudah dipahami dan bebas dari intimidasi otoritas guru. Metode pembelajaran peer teaching ini secara signifikan meningkatkan indikator responsif siswa, seperti keberanian bertanya, keaktifan berpendapat, kesiapan merespons instruksi, dan tanggung jawab terhadap tugas. Namun, efektivitas metode ini sangat dipengaruhi oleh pemerataan kompetensi akademik antar tutor serta komitmen anggota di dalam kelompok.]]>
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