Melola Discovery

← Melola Discovery

Jurnal

PROPORTIONAL THINKING MECHANISM: EFFECTIVENESS OF DUAL-PROCESSING METHOD IN OVERCOMING NUMERATION OBSTACLES IN CHEMISTRY LEARNING FOR 3T STUDENTS

International Journal of Active Learning · Vol. 10 No. 2 (2025) · hlm. 7–13

DOI
10.15294/ijal.v10i2.22476
ISSN
2528-505X
Terbit
2025-06-02
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to examine the effectiveness of the dual-processing method in improving the proportional thinking skills of 3T students in chemistry learning, especially in dealing with numeracy barriers. The dual-processing method refers to a cognitive theory that combines intuitive thinking (System 1) and analytical thinking (System 2) to improve students' conceptual understanding and numeracy skills. This study used a quantitative and qualitative approach with a pre-test and post-test experimental design and observation of student participation during the learning process. The results showed that after the dual-processing method intervention, there was a significant increase in students' numeracy skills, with an average post-test score increasing by 33.5 points compared to the pre-test. In addition, this method also helps reduce academic anxiety and increase students' confidence in solving numeracy problems. Classroom observations showed that students were more active in discussions and more reflective in solving chemistry problems than before the intervention. The dual-processing method has been proven effective in improving 3T students' numeracy understanding and overcoming proportional thinking barriers in chemistry learning. Therefore, the integration of this method into the higher education curriculum is recommended to improve students' critical and analytical thinking skills in numeracy-based disciplines.

Kata kunci

Jaringan kolaborasi para penulis

16 penulis · 51 tautan kepenulisan bersama

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

  • State University of Semarang
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Melania Eva WulanningtyasAfiliasi tidak diketahui5
Sudarmin SudarminAfiliasi tidak diketahui2
Endang SusilaningsihState University of Semarang2
Sigit PriatmokoState University of Semarang2
Siti Herlina DewiState University of Semarang1
Kasmui KasmuiState University of Semarang1
Eko Budi SusatyaAfiliasi tidak diketahui1
Harjono HarjonoAfiliasi tidak diketahui1
Norma EralitaAfiliasi tidak diketahui1
Rr. S.E PujiastutiAfiliasi tidak diketahui1
Rr. Sri Endang PujiastutiAfiliasi tidak diketahui1
M. Aryono AdhiAfiliasi tidak diketahui1
Rinda Anggita PutriAfiliasi tidak diketahui1
Sri NurhayatiState University of Semarang1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ijal/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">PROPORTIONAL THINKING MECHANISM: EFFECTIVENESS OF DUAL-PROCESSING METHOD IN OVERCOMING NUMERATION OBSTACLES IN CHEMISTRY LEARNING FOR 3T STUDENTS</dc:title>
	<dc:creator xml:lang="en">Damayanti, Yosephine Debbie </dc:creator>
	<dc:creator xml:lang="en">Putri, Rinda Angghita </dc:creator>
	<dc:subject xml:lang="en">dual-processing,  chemistry learning,  3T students </dc:subject>
	<dc:description xml:lang="en">This study aims to examine the effectiveness of the dual-processing method in improving the proportional thinking skills of 3T students in chemistry learning, especially in dealing with numeracy barriers. The dual-processing method refers to a cognitive theory that combines intuitive thinking (System 1) and analytical thinking (System 2) to improve students' conceptual understanding and numeracy skills. This study used a quantitative and qualitative approach with a pre-test and post-test experimental design and observation of student participation during the learning process. The results showed that after the dual-processing method intervention, there was a significant increase in students' numeracy skills, with an average post-test score increasing by 33.5 points compared to the pre-test. In addition, this method also helps reduce academic anxiety and increase students' confidence in solving numeracy problems. Classroom observations showed that students were more active in discussions and more reflective in solving chemistry problems than before the intervention. The dual-processing method has been proven effective in improving 3T students' numeracy understanding and overcoming proportional thinking barriers in chemistry learning. Therefore, the integration of this method into the higher education curriculum is recommended to improve students' critical and analytical thinking skills in numeracy-based disciplines.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-02</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ijal/article/view/22476</dc:identifier>
	<dc:identifier>10.15294/ijal.v10i2.22476</dc:identifier>
	<dc:source xml:lang="en">International Journal of Active Learning; Vol. 10 No. 2 (2025): October 2025; 7-13</dc:source>
	<dc:source>2528-505X</dc:source>
	<dc:source>10.15294/ijal.v10i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ijal/article/view/22476/4298</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 International Journal of Active Learning</dc:rights>
</oai_dc:dc>