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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) · pp. 7–13

DOI
10.15294/ijal.v10i2.22476
ISSN
2528-505X
Published
2025-06-02
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

16 authors · 51 co-authorship links

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  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Melania Eva WulanningtyasAffiliation unknown5
Sudarmin SudarminAffiliation unknown2
Endang SusilaningsihState University of Semarang2
Sigit PriatmokoState University of Semarang2
Siti Herlina DewiState University of Semarang1
Kasmui KasmuiState University of Semarang1
Eko Budi SusatyaAffiliation unknown1
Harjono HarjonoAffiliation unknown1
Norma EralitaAffiliation unknown1
Rr. S.E PujiastutiAffiliation unknown1
Rr. Sri Endang PujiastutiAffiliation unknown1
M. Aryono AdhiAffiliation unknown1
Rinda Anggita PutriAffiliation unknown1
Sri NurhayatiState University of Semarang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ijal/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<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>