The Effect of Concept Attainment Model and Mathematical Logic Intelligence on Introductory Chemistry Learning Outcomes

Authors

DOI:

https://doi.org/10.23887/jpp.v53i3.28426

Keywords:

Concept Attainment Model, Mathematical Logic Intelligence, Learning Outcomes, Chemistry Learning Cognitive Student

Abstract

The purpose of this study was to determine the effect of concept attainment model and mathematical logic intelligence on the learning outcomes of introductory chemistry. This research was conducted using a quasi-experimental method with a 2x2 treatment by level design.  Total samples are 56 students selected by random sampling. Data analysis used ANOVA with a significance of 0.05. The results showed that: (1) The introductory chemistry learning outcomes of students taught with the concept achievement learning model are higher than those acquainted with the direct learning model;  (2) There is the effect of the interaction between learning models and mathematical logic intelligence to study introductory chemistry learning outcomes;  (3) The student of learning outcomes  taught with the concept attainment model are higher than those taught with the direct learning model for groups of students  high logical-mathematical intelligence; (4) The student of learning outcomes  taught with the concept attainment model are lower than those taught with the direct learning model for groups of students low logical-mathematical intelligence. Therefore, the use of the learning model should care to aspects of intelligence of learners, so that the learning objectives are expected to be achieved.

Author Biographies

Aceng Haetami, Universitas Halu Oleo

Jurusan Pendidikan Kimia

Maysara Maysara, Universitas Halu Oleo

Jurusan Pendidikan Kimia

Eka Cahyana Mandasari, Universitas Halu Oleo

Jurusan Pendidikan Kimia

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Published

2020-10-20