THE INFLUENCE OF CHEMICAL LEARNING APPLICATION WITH REACT

STRATEGY (RELATING, EXPERIENCING, APPLYING, COOPERATING, AND

TRANSFERRING) ON RESULTS OF CHEMICAL LEARNING OUTCOMES IN CLASS
XI HIGH SCHOOL IN MEDAN

THESIS

Submitted To Meet Requirements

In Obtaining Bachelor of Education in
Chemistry Education Study Program

By:
VERONIKA ANASTASYA SIMBOLON
NIM: 4172131025

CHEMICAL EDUCATION STUDY PROGRAM

MEDAN STATE UNIVERSITY
2020

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2
Table of Contents
1 CHAPTER I............................................................................................................................................4
2 INTRODUCTION...................................................................................................................................4
2.1 Research Background..................................................................................................................4
2.2............................................................................................................................................................8
2.3 Problem Identification.................................................................................................................8
2.4 Research Scope............................................................................................................................9
2.5 Problem Statement......................................................................................................................9
2.6 Research Objectives...................................................................................................................10
2.7..........................................................................................................................................................10
2.8 Research Benefits......................................................................................................................10
2.8.1 For teachers.......................................................................................................................10
2.8.2 For students.......................................................................................................................11
2.8.3 For Schools.........................................................................................................................11
2.8.4 For Researchers.................................................................................................................11
2.9 Operational Benefits..................................................................................................................11
3 CHAPTER II.........................................................................................................................................12
4 THEORETICAL REVIEW.......................................................................................................................12
4.1 2.1 REACT Strategy Method.......................................................................................................12
4.1.1 2.1.1 REACT Strategies.......................................................................................................12
4.1.2 Relating..............................................................................................................................13
4.1.3 Experiencing.......................................................................................................................13
4.1.4 2.1.4 Applying....................................................................................................................13
4.1.5 Cooperating.......................................................................................................................14
4.1.6 Transferring.......................................................................................................................14
4.2 Buffer Solution Concept.............................................................................................................14
4.2.1 2.2.1 Components of Solution Buffer.................................................................................15
4.2.2 2.2.2 Calculating the pH of the Buffer Solution..................................................................15
5 CHAPTER III........................................................................................................................................17
6 RESEARCH METHODS.........................................................................................................................17
3.1 Types of research.......................................................................................................................17
3.2 Place and time of research........................................................................................................17

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6.1..........................................................................................................................................................17
6.2 Research Subjects and Objects..................................................................................................17
3.3.1 Research subject................................................................................................................17
3.3.2 Object of research..............................................................................................................19
3.3 Operational definition................................................................................................................19
6.3..........................................................................................................................................................20
6.4 Research Mechanisms and Design.............................................................................................20
3.5.1 Research Mechanism.........................................................................................................20
6.4.1 Planning Stage...................................................................................................................20
6.4.2 Expert Validation Stage of Research Instruments..............................................................20
6.4.3 Stage of Research and Data Analysis.................................................................................21
3.5.2 Research design.................................................................................................................21
3.4 Data Collection Instruments and Techniques............................................................................23
3.6.1 Research Instruments........................................................................................................23
3.6.2 Mathematical Reasoning Ability Test.................................................................................24
3.6.3 Intrapersonal Intelligence Questionnaire.......................................................................31
3.6.4 Student Difficulties in Solving Mathematical Reasoning Ability Problems.........................34
3.6.5 Interview guidelines...........................................................................................................35
3.6.6 Data Triangulation.............................................................................................................37
3.5 Data analysis technique.............................................................................................................37
3.6 Validity of Research...................................................................................................................41

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1 CHAPTER I
2 INTRODUCTION

2.1 Research Background

In this modern era, competition between countries is getting tougher. The competition

encourages countries in the world, including Indonesia to prepare

itself in various sectors, one of which is the education sector. In the sector

education, humans are prepared to have resources

quality and can compete in the modern era.

In the National Education System Law Number 20 of 2003 Article 1, Indonesian

Education is divided into formal, non-formal and informal education. Formal education is

carried out in several levels, starting from basic education, secondary education, and higher

education. This formal education is structured and systematic as a means to educate the

nation's children and develop students' talents. This is in accordance with the functions and

objectives of education as stated in the National Education System Law Number 20 of 2003

concerning functions and

the objectives of National Education Chapter II Article 3 which reads as follows.

"National Education functions to develop the ability and shape the nation's character and

civilization with dignity in order to educate the life of the nation, aiming at developing the

potential of students to become people of faith and devotion to God Almighty, noble,

healthy, faithful, capable, creative, independent, and become citizens of a democratic and

responsible ".

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 To achieve the goal of national education, curriculum implementation is designed to

provide the broadest learning experience for students in developing the ability to behave, be

knowledgeable, be skilled, and act. In the National Education System Law Number 20 of 2003,

the curriculum is a set of plans and arrangements that contain the objectives, content, and

learning material as well asways used as guidelines for organizing learning activities to achieve

certain learning goals. Primary and secondary education curriculum in Indonesia contains several

compulsory subjects, one of which is chemistry

The 21st Century Commission on Education for the Century "21" recommends four

strategies for the success of education; first, learning to learn, which includes how students are

able to explore the information around them from the explosion of information itself; second,

learning to be, namely students are expected to be able to recognize themselves, and be able to

adapt to their environment; third, learning to do, which is in the form of actions or actions to

bring up ideas related to mathematics; and fourth, learning to be together, which includes how

we live in a community that is interdependent with one another, so that we are able to compete in

a healthy and cooperative manner and are able to respect others (Trianto, 2008).

Chemistry is not only a collection of knowledge in the form of facts, concepts or

principles, but also a process of discovery, so that in learning activities teachers should not only

teach facts, concepts, or principles, but more important is how students process in finding facts,

concepts , or the principle (BSNP, 2006).

In accordance with Permendikbud No.59 on the basic framework and structure of the

high school / madrasah aliyah curriculum, it is explained that learning chemistry in high school

should be more directed at developing the creativity of students in the learning process.

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Chemistry learning in high school has the aim to foster students' creative thinking abilities

(Drafting Team, 2014).

Observations that have been made at SMA N 10 Medan show that most students consider

chemistry to be a very difficult and unattractive science, because there is too much material and

many calculations making it difficult for students to understand. Some of the factors causing

difficulties and lack of student interest include books and worksheets used in learning are

considered to be students lacking understanding of the material being studied so that it requires

supporting learning media that can help clarify the material. In addition, the limited

complementary media for learning books so that learning media is needed to be able to facilitate

educators in their duties as facilitators. The results of observations during the field study showed

that the chemistry learning process at SMA N 10 Medan often uses the lecture method, because

with the lecture method, educators can control the state of the class (Mulyono, 2012), but

sometimes it makes students bored with ongoing learning. Students who are getting bored prefer

silence and pretend to pay attention to educators. The existence of students who are bored with

learning chemistry, it is necessary to use interesting learning media that can stimulate students'

curiosity about chemical material. Students who are getting bored prefer silence and pretend to

pay attention to educators. The existence of students who are bored with learning chemistry, it is

necessary to use interesting learning media that can stimulate students' curiosity about chemical

material. Students who are getting bored prefer silence and pretend to pay attention to educators.

The existence of students who are bored with learning chemistry, it is necessary to use

interesting learning media that can stimulate students' curiosity about chemical material.

Seeing the development of an increasingly rapid era, especially in information

technology, requires an education system able to adjust to achieve educational goals. The ease of

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access to the internet today is inevitable from human needs, especially in the field of education.

This is what should be utilized and developed optimally in the learning process of students.

Learning media that is appropriate to the character and needs of students can help students to

learn more independently without relying on educators, they can rely on and utilize existing

technology. This requires an educator creativity in the learning process that is with multimedia

learning media that combines audio, images, animation, text, and interesting videos so that

students can learn in one media only. One of them is with a website that can be used by

educators in the classroom and students as learning resources (Suyanto, 2003).

In the buffer solution material there are reaction mechanisms that involve abstract

chemical reactions, there are calculations consisting of several stages, as well as contextual for

example the use of buffer solutions in industry or its benefits to the body. Understanding of the

buffer solution material cannot be achieved if students only memorize the concept of the material

(Aulia Hikmah Dorotulaila, 2014). According to Trianto (2007), by using an appropriate learning

model, students will be able to receive the subject matter and follow it to the fullest so that the

learning objectives can be achieved. One learning model that matches the characteristics of the

buffer solution material is a learning model with a REACT strategy.

The REACT strategy is a learning model that is based on constructivism and is included

in contextual learning (Crawford, 2001). Through the REACT strategy, students will carry out

different learning activities that involve students learning actively. The REACT strategy consists

of five strategies that must be visible, namely: Relating, Experiencing, Applying, Cooperating,

Transferring. In the REACT strategy, students can associate what is being learned with the

context of real life experiences with relating strategies, make students learn by doing activities

(learning by doing) through exploration, discovery, search, problem solving activities, and

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laboratories in the experiencing stage. (experienced). Students will learn by applying the

concepts they have learned to use,

Some research results indicate that the use of REACT strategies in learning gives positive

results. Akhmad Farid's research (2013) on the Effect of Application of Chemistry Learning with

REACT Strategy on Chemistry Learning Outcomes of Class XI MAN Babakan Lebaksiu Tegal

students showed that learning with REACT strategy had an effect of 20.25% on student

chemistry learning outcomes. Research conducted by Aulia Hikmah Dorotulaila (2014) on the

Effect of REACT Learning Models (Relating, Experiencing, Applying, Cooperating,

Transferring) with Experimentation and Problem Solving Methods on Learning Achievement in

Students' Evaluation Capabilities of Students shows the influence of using the REACT learning

model with experimental and settlement methods problems with students' cognitive learning

achievement. Based on the theory and facts in the field, a study was conducted on the REACT

strategy and its effect on learning outcomes in buffer solution material. The purpose of this study

is to determine the difference and how much influence the REACT strategy on student learning

outcomes in the buffer solution material.

2.2
2.3 Problem Identification
Based on the background of the problem stated above, the problem can be identified as

follows:

1. Student activities only see, listen, and record the subject matter delivered by the teacher,

so students become passive during the learning process taking place in class.

2. The teacher has not been able to maximize the right learning model to involve student

activities.

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 3. Buffer Solution is one of the chemistry learning material that has a high level of

memorization so that it requires varied learning media.

4. The spatial ability of Medan 10 High School students is still low. One reason for the low

spatial ability and resilience include the selection and use of learning models that have

not been provided opportunities to foster student learning activities.

5. Students with low resilience do not want to discuss and do not want to play an active role

during learning so students give up quickly and do not want to try harder to solve the

problems they face.

2.4 Research Scope

Based on the identification of the problems revealed above, it is necessary to limit the

problem so that the problems in this study are more focused and focused. So to make this

research more specific the researchers focused the research on:

1. Supporting Material

2. Low student interest in chemistry learning

3. Effects of REACT Strategies on improving student learning

2.5 Problem Statement

1. What is the learning process of class XI chemistry with the REACT strategy on buffer

material?

2. What is the response by the teacher to the validity and effectiveness of the REACT

strategy on the buffer solution material?

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 3. AIs there a significant effect of the REACT cognitive conflict strategy on students' spatial

abilities?

4. Are there interactions between the learning model and Chemistry's initial ability with

students' spatial abilities?

5. How to increase motivation and learning outcomes of high school students towards

learning chemistry using the REACT strategy on buffer solution material?

2.6 Research Objectives

Based on the formulation of the problem, the objectives to be achieved in this study are as

follows:

1. Analyze significant effect of REACT cognitive conflict strategies on students' spatial

abilities.

2. To find out the interaction of learning models and chemistry's initial ability with students'

spatial abilities.

3. To find out the increased motivation and learning outcomes of high school students towards

learning chemistry using the REACT strategy on the Buffer Solution material

2.7
2.8 Research Benefits
With the achievement of research objectives, it is hoped that the results of this study will be

useful:

2.8.1 For teachers

a. As an alternative learning in the teaching and learning process.

b. As an input for teachers to use the REACT learning strategy in the learning process.

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 c. Can be used as an alternative and variation in learning media as well as a reference

material to increase students' learning motivation.

2.8.2 For students

By using this REACT learning strategy is expected to be one of the media and learning

resources for students, so as to be able to increase motivation and student learning

outcomes.

2.8.3 For Schools

As an alternative effort to improve the quality of teaching and learning in mathematics

learning by utilizing technological developments in the 21st century in the R1 4.0 era.

2.8.4 For Researchers

It is useful to be able to see the effect of REACT cognitive conflict strategies on spatial

abilities in terms of students' initial chemistry abilities compared to conventional learning

that is often applied at school.

2.9 Operational Benefits

1. Learning using the REACT strategy

2. Motivation and learning outcomes of class XI high school students

3. Material buffer solution

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3 CHAPTER II
4 THEORETICAL REVIEW
4.1 2.1 REACT Strategy Method
4.1.1 2.1.1 REACT Strategies
Sanjaya (2009: 126) explains that "learning strategy is a learning activity that must be

done by teachers and students so that learning objectives can be achieved effectively and

efficiently. So the strategy is a series of learning activities undertaken to achieve these learning

objectives. There are various strategies that are usually used by teachers in the learning process,

one of which is the learning strategy REACT (Relating, Experiencing, Applying, Cooperating,

Tranfering)

Muslich in (Yuniawatika, 2011: 108), "This REACT strategy is described by COR

(Center of Occupational Research) in America which of the five strategies that must be visible

are: Relating, Experiencing (Applying), Applying (Cooperating), Cooperating (Working

together), Transferring ". REACT Strategy is one of the contextual learning strategies that

provides space for students to build their own knowledge. Artana (2014: 2) mentions "this

strategy consists of five stages namely: Relating (associating), Experiencing (experiencing),

Applying (implementing), Cooperating (cooperation), Transferring (using in a broader context)".

Putra (2014: 5) The application of the REACT strategy in learning allows students to

know the benefits of the material being learned for their lives, be active in learning activities,

discover for themselves the concepts that have been learned without having to always depend on

the teacher, able to solve problems related with the concepts learned, able to work together with

other students, and dare to express opinions. Thus, students become more challenged to learn and

try to solve all mathematical problems encountered. Furthermore, the REACT learning strategy

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consists of five components (Relating Experiencing, Applying, Cooperating, and Transferring)

arranged based on learning theory. The five components are a unity that is needed in learning

activities.

4.1.2 Relating
According to Crawford (2001: 3), Relating is the most powerful contextual learning

strategy as well as a constructivist core. The teacher is said to use a linking strategy when the

teacher associates a new concept with something familiar to students. The teacher helps connect

what students already know with new information. Relating is the initial activity carried out by

the teacher in learning that is to appreciate or associate students' abilities with the knowledge that

they will receive

4.1.3 Experiencing
Experiencing(experiencing) is connecting new information with previous experiences or

knowledge. The experience referred to here is experienced by students during the learning

process. Experiencing is also called learning by doing, through exploration (discovery),

discovery (discovery), and invention (creation). Relating and experiencing are two strategies to

improve students' abilities in learning various new concepts. But teachers must know when and

how to integrate strategies in learning is not simple (Crawford, 2001: 5). Here the teacher

requires accuracy, collaboration and accuracy in presenting learning materials. The teacher can

know when it's time to activate the experiences and knowledge students have before,

4.1.4 2.1.4 Applying

In this Applying strategy students learn to apply concepts when they do problem solving

activities. The teacher must be able to motivate students to understand the concepts provided

with exercises that are more realistic and relevant to real life. So that the learning process can

show student motivation in learning concepts and understanding students become more

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profound, (Crawford, 2001: 9) recommends to focus on aspects of meaningful learning activities.

After that design tasks for something new, varied, diverse and interesting. Finally, designing

tasks that are challenging but make sense in relation to students' abilities.

4.1.5 Cooperating
Students who carry out learning activities individually are sometimes unable to show

significant progress in solving problems (Crawford, 2001: 11). Learning in small groups, can

make students better able to deal with difficult exercises. They are better able to explain what

they understand to their group friends. To avoid having students not participate in group

activities, refuse or accept responsibility for group work; or maybe groups that are too dependent

on teacher guidance, or groups involved in conflict.

4.1.6 Transferring
In this Transferring strategy students are expected to be able to use knowledge into new

contexts or new situations. Learning is directed to analyze and solve a problem in daily life by

applying the knowledge he already has. Here the teacher is required to design tasks to achieve

something new and diverse so that the goals, interests, motivation, involvement and mastery of

students in mathematics can be increased.

From the description above, it can be concluded that learning with the REACT strategy is

grouped into 5 main components, namely Relating, Experiencing (implementing), Applying

(implementing), Cooperating (collaborating), and Transfer (transferring). So that learning with

the REACT strategy can achieve the expected learning goals.

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4.2 Buffer Solution Concept
A buffer solution is a solution whose pH is practically unchanged even though it is added

slightly acidic, slightly alkaline, or diluted (Purba, 2007: 245). The buffer solution can be

distinguished from the acid buffer solution and the alkaline buffer solution. The acid buffer

solution maintains the pH in the acidic region (pH <7), while the alkaline buffer solution

maintains the alkaline region (pH> 7). An acid buffer solution consists of a weak acid (HA) and

its conjugate base (A- ion). The base buffer solution consists of a weak base (B) and its

conjugate acid (BH +). The workings of an acid and base buffer solution are to maintain the pH

at the addition of a little acid, a little base, and water by shifting the equilibrium.

4.2.1 2.2.1 Components of Solution Buffer

The buffer solution is distinguished from the acid buffer solution and the alkaline buffer

solution.

1. An acid buffer solution contains a weak acid (HA) with its conjugate base (A–). Example:

CH3COOH + NaCH3COO (buffer components: CH3COOH and CH3COO–)

2. Base buffer solutions contain weak bases (B) with their conjugated acids (BH +).

Example: NH3 + NH4Cl (buffer components: NH3 and NH4 +)

4.2.2 2.2.2 Calculating the pH of the Buffer Solution

1. Acid buffer solution

A solution containing a mixture of weak acids with their conjugate bases, for example

CH3COOH with CH3COO-. We know that almost all of the CH3COO ions - in solution comes

from salt because only very few CH3COOH are ionized.

On the addition of base (OH−), the equilibrium will shift to the right, ie the formation of

CH3COO− and H +, as well as to maintain the concentration of H + ions which are reduced

16
because the added OH− reacts with H + to form H2O. In other words, the base added will be

neutralized by the weak acid component (CH3COOH).

4.2.2.1 2. Base Buffer Solution

Now let us review the solution containing a weak base with its conjugate acid. For example,

NH3 and NH4 + are derived from salt.

Example: a buffer solution containing NH3 and NH4 +

In the solution, there is equilibrium:

NH3 (aq) + H2O (l)⇌ NH4 + (aq) + OH− (aq)

With the addition of acid (H +), the equilibrium will shift to the right, ie the formation of NH4 +

and OH− formation, as well as to maintain the concentration of OH− ions which become reduced

because the added H + reacts with OH− to form H2O. In other words, the added acid will be

neutralized by the weak base component (NH3).

On the addition of a base (OH−), the equilibrium will shift to the left, so the reaction leads to the

formation of NH3 and water. In other words, the added base will be neutralized by the conjugate

acid component (NH4 +).

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5 CHAPTER III
6 RESEARCH METHODS
3.1 Types of research
This type of research used in this study is qualitative research. This study aims to

describestudents 'mathematical reasoning abilities in solving problems in chemistry learning

through the application of problem-based learning models using REACT strategies in terms of

students' intrapersonal intelligence at SMA Negeri 10 Medan. The data generated describes the

results of the study in written words the results of interviews, observations and documentation

studies. In this study, all facts, both written and oral, originate from observable human data and

other related documents as they are and are reviewed to answer the problem.

3.2 Place and time of research

This research will be carried out in Medan 10th Grade XI High School even semester in

2020/2021 Academic Year. The selection of research sites is based on the following

considerations:

1. The school is very open for researchers to participate in improving the learning process.

2. There has never been a similar study conducted at the SMA 10 Medan school.

3. Researchers want to apply a new learning paradigm where learning so far has tended to be

conventional and has never been applied to the Problem Based Learning model or the use of

REACT strategies.

6.1
6.2 Research Subjects and Objects
3.3.1 Research subject
The subjects in this study were students of class XI of SMA Negeri 10 Medan in the

Academic Year 2020/2021. Then students are given tests of mathematical reasoning ability and

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intrapersonal intelligence questionnaires that are tested on students to be taken as subjects to be

interviewed.Criteria for taking subjects using criteria, namely based on indicators of student

ability, error answers, unique answers and intrapersonal intelligence of students.

Through the lens of indicators students' answer sheets are grouped into three answer

categories. (1) answer sheets of high-ability students, (2) answer sheets of medium-ability

students, (3) answer sheets of low-ability students. The three categories of student answer sheets

were each analyzed to determine student answer patterns. Based on the pattern of students'

dominant answers and the scores obtained will be chosen as the subjects being interviewed.

Through mistakes all of the student answer sheets were analyzed (observed), selected

student answer sheets that contained a lot of mistakes and were chosen as the subjects being

interviewed. The error in question is the student who wrote down the solution to the answer sheet

but the end result was incorrect. Meanwhile through unique answers, all student answer sheets

were analyzed to take unique answers. Students who have unique answers will be chosen as the

subjects being interviewed. The unique answer in question is the student's answer to a particular

problem is blank, the student's answer is correct but wrong and in terms of the solution using a

strategy in general.

Interviews of subjects based on a review of each classification of answers, then

conducted interviews with consideration of students considered to be someone who can provide

clear, true and reliable data. If the data obtained is not yet complete, it will raise another subject

to be interviewed for an interview in the hope that it can provide more complete information

based on observations of the classification of student answer patterns that are formed. And so on,

the subject will continue to be selected and the data will continue to be collected through the

19
interview process until the data is considered saturated, so that conclusions can be drawn from

the analysis of mathematical reasoning abilities and mathematical dispositions of students.

3.3.2 Object of research

The object in this study is students 'mathematical reasoning abilities in solving problems

in chemistry learning through the application of problem-based learning models using REACT

strategies in terms of students' intrapersonal intelligence at SMA Negeri 10 Medan. The object of

this study can be seen from the results of tests of students' mathematical reasoning abilities

through student answer sheets, intrapersonal intelligence questionnaires and interviews in the

form of voice or video transcripts obtained by researchers from the interview process both

interviews with students or interviews with teachers during research.

3.3 Operational definition

To avoid differences in interpretation of the terms contained in the formulation of the

problem in this study, it is necessary to state the operational definition as follows:

1. Chemistry is a universal science that underlies the development of modern technology, has an

important role in various disciplines and advances human thinking. There are some important

things that students need to master in order to be able to solve chemistry problems properly,

viz. (1) ability to make mathematical modeling, (2) mastery of chemical learning concepts and

procedures, (3) mastery of various problem solving strategies and (4) ability to verify whether

the solutions obtained are as expected.

2. Mathematical reasoning ability is the ability of students to formulate conclusions or new

statements based on several statements whose truth has been proven or assumed beforehand.

3. Problem Based Learning Model (in this case using the learning model with REACT strategy)

is a learning model that begins with giving real problems to students where the problem is
20
 experienced or is the daily experience of students. Next students solve these problems to find

new concepts and knowledge.

4. Intrapersonal intelligence is the ability to act according to one's own knowledge, sensitive to

strengths and weaknesses, moods, desires, motivations, desires and ability to discipline

oneself and understand oneself.

6.3
6.4 Research Mechanisms and Design
3.5.1 Research Mechanism
The mechanism used in the study includes three stages namely. (1) planning stage, (2)the

expert validation stage of the research instrument and (3) the stage of conducting research and

data analysis. Each stage is designed so that valid data is obtained in accordance with the

research objectives. The following will discuss the design of each stage in research.

6.4.1 Planning Stage

This research begins with the development of learning tools in the form of Learning

Implementation Plans (RPP) and Student Activity Sheets (LAS). While the research instruments

used were mathematical reasoning ability tests, intrapersonal intelligence questionnaire sheets

and interview guide sheets.

6.4.2 Expert Validation Stage of Research Instruments

Expert validation of the research instrument was carried out by a validator focused on

content, language, illustrations and appropriateness of the material. Validationresearch

instruments in the form of tests of mathematical reasoning ability, intrapersonal intelligence

questionnaire and interview guide sheet.

6.4.3 Stage of Research and Data Analysis

After compiling the learning tools and research instruments as well as validation, then

proceed with the implementation of research and data analysis. The design of the research

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implementation begins with implementing Chemistry learning in class XI of SMA Negeri 10

Medan through the application of the Problem Based Learning model (using the REACT

strategy). After the learning activities are carried out, it is continued with the provision of

mathematical reasoning ability tests. Then the students' answer sheets were analyzed to take the

subject of the interviewee and the students selected as the subject of the interview would be

interviewed.

Interviews were conducted on research subjects both teachers and students conducted once with

reference to interview guidelines that have been adapted to the results of student answer sheets in

completing tests of mathematical reasoning ability and intrapersonal intelligence questionnaires

on chemical materials. In conducting interviews, researchers filter as much data as possible using

field notes or sound recordings to find out the steps taken by students in solving problems and

the difficulties experienced by students in answering tests of mathematical reasoning ability.

Data obtained from sound recordings are made trans. Field observations

skip it and combine it with the field notes obtained.

3.5.2 Research design

In this research design a chart of the research steps will be drawn from the field

observations to the research reports and their explanations. The following is a chart of a

qualitative research design.

Field Preliminary Study, Problem The planning

observation Identification, Problem Formulation stage

Compiler of Learning Devices and

Research Instruments

Validation of Learning Devices and The stage begins

Research Instruments
22 data collection

Research Instrument Trials

 Mathematical Reasoning Student Intrapersonal Documentation
Ability Test Intelligence (Records)
Questionnaire

Answer sheet Answer sheet

Data
Triangulation
Subject Selection

Interview

Data

Data analysis Closing data collection stage

Research result Completing stage

Figure 31 Research design

Source: (Wulandari, 2018)

Based on the drawings the research design can be described as follows:

1. Field observation

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 Researchers approached the school principal, chemistry subject teacher in class XI of

SMA Negeri 10 Medan. Then carry out observations of learning activities at the school and carry

out preliminary research by providing tests of mathematical reasoning ability and intrapersonal

intelligence questionnaires for class XI students of SMA Negeri 10 Medan.

2. Prepare Research Proposal

The preparation of a research proposal includes the preparation of a research

implementation plan which includes preliminary preparation, theoretical study, research

methods, learning tools and research instruments that were prepared in advance. After that, it is

consulted with a supervisor.

3. Research instrument validation.

4. Implementation of learning through the application of Problem Based Learning models (using

the REACT strategy).

5. Provision of tests of mathematical reasoning ability and intrapersonal intelligence

questionnaires.

6. Conduct interviews as well as data triangulation.

7. Data analysis and research findings.

8. Report writing.

3.4 Data Collection Instruments and Techniques

3.6.1 Research Instruments
The main instrument in this study is the researcher himself, which means the position of

the researcher is the key (determinant) in the selection and analysis of data. Sugiyono (2012)

states that "In qualitative research the instrument or research tool is the researcher himself". In

addition to the researcher as the main instrument in research, a simple instrument will be

24
developed to sharpen and complement the research data. The instruments included tests of

representation ability, mathematical disposition questionnaires and interview guidelines. An

explanation of some of these techniques is described as follows.

3.6.2 Mathematical Reasoning Ability Test

Data on the results of mathematical reasoning abilities are obtained through the provision

of written tests after learning through the application of the Problem Based Learning model. The

test is given to all students who have participated in learning through the application of the

Problem Based Learning model (using the REACT strategy). This instrument is used to measure

students' mathematical reasoning abilities in learning chemistry.

The type of test prepared refers to the competency to be achieved by benchmark

reference assessment. The number of items used in this test instrument are 5 questions in the

form of essay tests (descriptions).Preparation of questions begins with making a grid of

questions. The lattice tests of mathematical reasoning ability can be seen in Table 3.1.

Table 31. Grid Mathematical Reasoning Ability Test

No
N
Material Indicator Reasoning Indicator Proble
o
m
Filing Allegations 1
Manipulating chemical
Resolve issues related to 2
1 problems
Buffer Solution material.
Give Reasons or Evidence 3
Draw a conclusion 4 and 5

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 The problem solving process of students was analyzed descriptively. Data using

descriptive analysis is the process of solving student answers through the application of the

Problem Based Learning model. This data was obtained from the results of students' answers.

The process of answering problems solving in terms of several things, namely: (1) students

'mistakes in solving a given mathematical problem, (2) steps used by students in solving a given

problem and (3) the suitability of students' answer processes with indicators. Each student's

answer process is analyzed based on the assessment category.

The scoring guide consists of three indicators of mathematical reasoning abilities as well

as their statements and acquisition scores. The scoring guidelines can be seen in Table 3.2.

Table 32. Scoring Guidelines for Students' Mathematical Reasoning Ability Tests in

learning chemistry

Mathematical

Reasoning
No Score Criteria
Capability

Indicator
The answer is substantially correct and
4
complete
the answer contains one significant error
3
or omission

1 Filing Allegations some answers are correct with one or

2
more significant errors or omissions
some of the answers are incomplete but at
1
least contain the correct argument

0 incorrect answers based on process or

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 argument, or no response at all
The answer is substantially correct and
4
complete
2
Doing mathematical the answer contains one significant error
3
manipulation in or omission
some answers are correct with one or
given chemistry 2
more significant errors or omissions
problems
some of the answers are incomplete but at
1
least contain the correct argument
incorrect answers based on process or
0
argument, or no response at all
The answer is substantially correct and
4
complete
the answer contains one significant error
3
or omission
Give Reasons or some answers are correct with one or
3 2
Evidence more significant errors or omissions
some of the answers are incomplete but at
1
least contain the correct argument
incorrect answers based on process or
0
argument, or no response at all
The answer is substantially correct and
4
complete
Draw Conclusions
4 the answer contains one significant error
From Statements 3
or omission

2 some answers are correct with one or

27
 more significant errors or omissions
some of the answers are incomplete but at
1
least contain the correct argument
incorrect answers based on process or
0
argument, or no response at all

After the questions have been compiled, a qualitative and quantitative study of the items

is examined in order to test the items of material, language and construction. This relates to

content and format validation. The preparation of mathematical reasoning ability tests is adjusted

to the indicators of mathematical reasoning ability by making its grid. Testing the test instrument

is carried out outside the research sample to see whether the questions contained in the test

instrument meet the criteria for proper use or not. A good instrument is a test instrument that

must meet several requirements, namely validity, reliability, differentiation of questions and the

level of difficulty of the questions.

a. Validity

The validity of the items from a test is the accuracy of measuring possessed by a question

(which is an inseparable part of the test as a totality) in measuring what should be measured

through the item item. Next, an instrument test was conducted to determine the validity of each

question. To test the validity of the Product Moment Correlation formula is used as follows:

N ∑ XY −( ∑ X )( ∑ Y )
r XY =
2 2
√ {N ∑ X −(∑ X ) }{N ∑ Y −(∑ Y ) }
2 2

(Source: Sugiyono, 2013)

Information:

28
rXY: The correlation coefficient between variables x and y

Σ XY: Number of times the product of x and y

x : Item acquisition score

y: Total score

N: Number of subjects

A test is said to have a correlation coefficient if the correlation coefficient always exists

between -1.00 to +1.00. The negative coefficient shows the inverse relationship, while the

positive coefficient indicates the alignment to make an interpretation of the magnitude of the

correlation coefficient as follows:

Table 33. Criteria for Interpretation of the Validity Coefficient

Validity Interpretation

Coefficient
0,81 ¿ r xy ≤ 1,00 Very high
0,61<r xy ≤0,80 High
0,41<r xy ≤0,60 Enough
0,21<r xy ≤0,40 Low
0,00<r xy ≤ 0,20 Very low
Source: (Arifin, 2009)

Interpretation of the price correlation coefficient there are two ways namely. (1) by

looking at the price of r and interpreted, for example a high correlation, enough and so on and (2)

by consulting the price table r product moment criticism so that it can be seen whether the

correlation is significant. If the price r <rtable then the correlation is not significant. Vice versa

(Arikunto, 2002).

b. Reliability

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 A measuring instrument has good reliability if the measuring instrument has a

consistency that is reliable even if done by anyone (in the same level), wherever and whenever it

is. To measure the reliability of the questions used the formula in accordance with the form of

the description test is the Alpha formula.

∑ σi
2

r ( n
11 = n−1
(
) 1−
σ
2

t
) (Arikunto, 2002)

Information: r 11: Number of items

: Number of score variances for each item∑ σ 2i

: Total variance∑ σ 2t

Meanwhile, to calculate the variance score for each item the formula is used:

2
2 (∑ x )
2
∑x − N
σ =
N

(Arikunto, 2002)

Description:: Varianceσ 2

N: The number of students taking the test

x: The value of each item

30
 In providing interpretation or interpretation of the reliability coefficient of the test

generally used benchmarks that can be seen in Table 3.4.

Table 34. Level of Reliability Classification

No
Reliability Index Classification
.
1 0,00 ≤ r 11 ≤0,20 Very low
2 0,20 ≤ r 11 ≤0,40 Low
3 0,40 ≤ r 11 ≤0,60 Is
4 0,60 ≤ r 11 ≤0,80 High
5 0,80 ≤ r 11 ≤1,00 Very high
Source: (Arikunto, 2002)

c. Difficulty Level

According to Arikunto (2002) "good questions are questions that are not too difficult".

Problems that are too easy do not stimulate students to enhance their efforts to solve them.

Conversely, problems that are too difficult will cause students to become discouraged and do not

have the enthusiasm to try again because it is out of their reach. For the calculation of items

including whether easy, medium or difficult to use the following formula:

B
P= (Arikunto, 2002)
Js

Information:

P: Difficulty index

B : Many students answer the questions correctly

: Total number of students taking the test J s

Table 35. Difficulty Level Criteria

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 No
Reliability Index Classification
.
1 1,00< P ≤ 0,30 Difficult problem
2 0,30< P ≤ 0,70 Medium problem
3 0,70< P ≤ 1,00 Easy problem
Source: (Arikunto, 2002)

3.6.3 Intrapersonal Intelligence Questionnaire

Data collection techniques using a questionnaire in this study were shown to look at

intrapersonal intelligence with a Likert scale. Questionnaire contains instrument items in the

form of statements. The alternative answers are as follows:

Table 36. Alternative Score Answer Questionnaire Likert Scale Model

Positive Statement Alternative Answers Negative Statement

Score Score
5 Strongly agree 1
4 Agree 2
3 Doubtful 3
2 Disagree 4
1 Strongly Disagree 5
Sources: (Riduwan and Kuncoro, 2013)

However, in this study statements were arranged in a closed form with five answer

choices namely Strongly Agree (SS), Agree (S), Disagree (TS), and Strongly Disagree (STS).

Before intrapersonal intelligence statement items are formulated, intrapersonal intelligence

gratings are first arranged. Before the distribution of intrapersonal intelligence questionnaires to

students, so that the intrapersonal intelligence questionnaire met good requirements, then first

ask for consideration of the supervisor to validate the contents of each item. The intrapersonal

intelligence grating can be seen in Table 3.8.

Table 37. Intrapersonal Intelligence Grid

32
 Item Number

No Aspect Indicator Negativ amount

Positive
e
1 Know a. Awareness recognizes 1, 2 3 18

yourself one's own feelings.

b. Skills to express 5, 6 4, 9, 7

thoughts, feelings,

opinions and beliefs.

c. High self-assessment. 8, 10 11, 13

d. Have an attitude of 12, 15 17, 14

independence.
e. Maximizing your own 18 16

potential
2 Know what Self-knowledge of personal 19, 22 20, 21, 5

you want goals and purposes. 23

3 Know Self-knowledge of personal 24, 25 2

what's values.

important
amount 13 12 25

33
 3.6.4 Student Difficulties in Solving Mathematical Reasoning Ability Problems
The final test results of students' mathematical reasoning abilities were analyzed

descriptively with the aim to describe the level of difficulty of students in mathematical

reasoning abilities after the implementation of learning. The following is a grid of student

difficulties in solving problems of mathematical reasoning ability.

Table 38. Grid Difficulty of Students in Solving Mathematical Reasoning Ability Problems

No Indicator Information

.
1 Difficulty in learning concepts Students find it difficult to learn

mathematical concepts in solving

problems
2 Difficulties in applying principles Students find it difficult to apply the

principles they have obtained and it is

difficult to apply them in solving

problems
3 Difficulty in solving verbal Students find it difficult to solve

problems verbal questions or story problems

4 Difficulties in the procedure Students are not able to present the

completion steps in an orderly and

correct manner
Source: (Sholekah et.al, 2017)

3.6.5 Interview guidelines

If you get more in-depth information about the respondent, the researcher uses

interviews, namely in-depth interviews and structured interviews where an interviewer sets the

problem and questions to be asked to find answers to the hypotheses compiled. In this case, the

34
researcher prepares several questions in advance to be submitted to the informant. This is so that

the nature of the interview will be more focused and focused on the goal.

Interviews are used to analyze mathematical reasoning abilities, intrapersonal intelligence

questionnaires and can determine the location of students 'difficulties in solving mathematical

reasoning abilities through the application of Problem Based Learning Models in terms of

students' intrapersonal intelligence.

Interviews were conducted with subjects chosen directly between researchers and

informants in a dialogical manner, questions and answers and discussions. Interviews of each

selected research subject were conducted aiming to capture as much as possible related to the

process or steps of students in completing the questions being tested, understanding of material

related to the questions, knowing the factors of student difficulty in answering questions and

knowing the ability mathematical reasoning in solving mathematical problems through the

application of Problem Based Learning Models in terms of students' intrapersonal intelligence.

The main steps in conducting an interview are as follows:

1. Ask the subject to learn and recall things that are understood in the questions and work on the

time test of mathematical reasoning ability.

2. Ask the subject to explain the concepts or mathematical operations needed to solve chemical

problems.

3. Asking the subject to explain the steps taken in solving the problem, in this case the

researcher asked the subject about the steps taken to solve the problem and asked to return to

working on the problem directly.

The next step:

35
a. If it turns out the results (in general) match the data obtained at the time of the test, it means

that the data obtained at the time of the test is considered valid. Next, the researcher asks

small questions to see the subject's understanding of the concepts related to the

understanding / mistakes made. This step is also a search for students' understanding of

understanding mathematical reasoning abilities, thought processes and steps to solve

problems.

b. If it turns out that the results do not match the data obtained at the time of the test or at the

interview, the researcher asks the subject to work on questions that are similar / equivalent to

the questions tested at the time of the test. This was done to ascertain whether the subject

really understood the problem. If the results are still correct (subject completion) the data

obtained from the test results are valid. Then the interview continued. Conversely, ifthe

results are incorrect or the answer process is similar, according to the answer process on the

test results means the data obtained from the test results are considered valid. Then the

interview continued.

4. Ask the subject about the reasons why the steps written in solving the problem on the answer

sheet are thus obtained.

5. Ask for subject translate the mathematical results obtained in solving the mathematical model

into the context of the problem in the problem (stating the answer to the problem).

3.6.6 Data Triangulation

According to Moleong (2011: 330) "triangulation is a technique of checking the validity

of data by utilizing something outside the data, for checking or as a comparison to that data".

And it was also explained that the most widely used triangulation technique was examination

through other sources. In connection with the triangulation, this research functions as:

36
1. Comparing the results of research subject interviews with the answer sheet data on reasoning

ability tests and intrapersonal intelligence questionnaires.

2. Comparing the results of the mathematics teacher's interview results with the answer sheet

data on reasoning ability tests and intrapersonal intelligence questionnaire.

3. Checking the validity of the data obtained from the results of tests of reasoning abilities and

intrapersonal intelligence questionnaires used other sources, namely data obtained from

interviews with research subjects and data obtained from interview results.

3.5 Data analysis technique

According to Sugiyono (2012: 335) "data analysis is the process of systematically

searching and compiling data obtained from interviews, field notes and documentation by

organizing data into categories, breaking down into units, synthesizing, compiling into patterns ,

choosing what is important and what is learned and making conclusions ".

Data analysis used in qualitative research was carried out before entering the field, during

the field and after completion in the field. However, in qualitative research, data analysis is more

focused during the field process together with the collection of data.

1. Analysis Before In the field

Qualitative research has conducted data analysis before researchers entered the field. The

analysis is carried out on the results of the preliminary study or secondary data that will be used

to determine the focus of the study. However, the focus of research is still temporary and

develops after researchers enter and during the field.

2. Analysis Over the Field Model of Miles and Huberman

37
 Data analysis in qualitative research is carried out at the time the data collection takes

place, and after the data collection is completed within a certain period. At the time of the

interview, the researcher has done an analysis of the answers interviewed after the analysis felt

unsatisfactory, the researcher will continue the question again to a certain stage so that credible

data is obtained.

Miles and Huberman stated that the activities in qualitative data analysis were carried out

interactively and continued continuously until finished so that the data was already saturated.

Activities in data analysis are data reduction, data display and conclusion drawing / verification.

The steps in data analysis are shown in the following scheme:

Collection Period

Data reduction

ANALYSIS
Anticipation During After

Data Display

During the after

Conclusion / Verification

During the after

Figure 32 Data Analysis Process

38
 Based on the scheme, it can be seen that after the researcher has collected the data, the

researcher will anticipate before reducing the data. Actually, before the data is actually collected,

there is anticipation that there will be a reduction in the data when the researcher decides on the

conceptual framework, the research area, the research problem and the data collection approach

to be chosen. After that the data is presented and conclusions are drawn. For more details, the

process can be seen in Figure 3.3 below:

Data Collection Display Data

Data Reduction
Conclusions:
drawing /

Figure 33 Analysis of Miles and Huberman Model Data

1. Data Reduction

Data reduction is the first step in analyzing data. The aim is to facilitate understanding of

data that has been collected. Reducing data means summarizing, choosing the main points,

focusing on the important things. Data reduction in this research is the activity of selecting,

focusing, abstracting and formulating all data obtained from the field. The activities carried out

are as follows:

a. Examine the results of students 'mathematical reasoning ability tests and conduct analysis to

get the categories and grouping patterns of student responses in terms of students'

intrapersonal intelligence.

39
b. Examine the results of intrapersonal intelligence questionnaires and conduct analysis to get

the categorization and grouping of students' intrapersonal intelligence.

c. Make transcripts of recorded interviews of each research subject and interview with the

teacher.

2. Data Presentation (Data Display)

After the data has been reduced, the next step is to present the data or display the data.

Presentation of data is the rewriting of organized and categorized data / information, making it

possible to draw conclusions from that data. Presentation of data in qualitative research is

presented in the form of narrative texts with the aim of being designed to combine information

that is arranged in a coherent and easily understood form. Presentation of data analysis of test

results combined with the results of student interviews (research subjects) and interviews with

teachers.

3. Conclusions

The third step in qualitative data analysis according to Miles and Huberman (Sugiyono,

2012) is drawing conclusions and verification. The initial conclusions put forward are still

temporary and will change if no strong evidence is found to support the next stage of data

collection. However, if the conclusions raised at an early stage are supported by valid and

consistent evidence when the researcher returns to the field to collect data, the conclusions put

forward are credible conclusions.

3.6 Validity of Research

To check the validity of the data used triangulation techniques. The most widely used

triangulation technique is examination with other sources. In this research, triangulation will be

40
done by comparing the data from interviews, test results, field notes (observations and observer

notes) and discussions with the mathematics teacher at the school where they are researching.

Discussions with mathematics teachers who assist researchers in observing the implementation

of learning actions.

Perseverance is observed by the presence of researchers and research partners in the

learning process, conducting in-depth interviews with students, and conducting careful

observations. Triangulation is also done by comparing the observational data with the interview

data, comparing the results of the interview with the contents of a related document such as

recording or video and comparing the results of the field notes with the results of observers'

notes.

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