Contribution of Logical Thinking Ability to Students ’ Achievement in Three Level of Representations in Chemical Dynamic Materials

This research aims to explore information about the profile of the ability of logical thinking of high school students and its effect on student achievement on three levels of representation of chemical dynamics material. This research uses a non-experimental as research design in form of survey. This research involving 242 persons of 11 grade high school students at Ketapang Regency, West Borneo Province. Sampling is done by purposive sampling as a sampling method. There are two instruments in this research, first is Test of Logical Thinking and second is Test of three levels of representations that including 25 multiple choice tests which consist of three levels of representations such as macroscopic, submicroscopic, and symbolic levels. The material raised in this test is chemical dynamics material, including the concepts of reaction rates and chemical equilibrium. The research results is based on the statistically tested findings using the Pearson correlation test, it was found that logical thinking ability had a significant effect on macroscopic, submicroscopic, and symbolic with correlation coefficients of 0.352, 0.684, and 0.564, and significance values is less than 5% each of them.


INTRODUCTION
Piaget said that when an educator can understand a child's mental development process, he will know how to do the best teaching (Bunce, 2001).The cognitive development stages of students needs to be developed according to the stages of their age.This is very important to be aware.Therefore curriculum development must continue to be adapted to meet the cognitive development stages of students (Lawson, 1978).Various efforts has also been carried out by many researchers to be able to find out the cognitive development stages of students effectively, efficiently, and accurately (Lawson, 1978).
According to Tobin and Capie (1981)   The changes described in the definition are chemical reactions with other substances.
In addition, chemistry also studies the state of matter itself, before and after the changes.
Chemistry is a subject matter that involves a lot of experiments.Some  (2012).With a number of panelists of 5 people (α = 0.05), so that the critical value used was 0.877.This Wilson critical value table illustrates that the more experts are involved as panelists (subject matter experts), the easier the validity of the items will be.

RESULTS AND DISCUSSION
The first findings in this research, is in the form of a TOLT score profile obtained from 242 students that can be seen on Table 1.    2.
Table 2 shows that there are several variables whose data is not normally distributed according to the rules of Morgan, et al. (2004: 72).This is based on the indication that if the skewness value is between -1 to +1, then the data distribution of a variable is categorized as normal.So beyond that range, the distribution of the data is categorized as abnormal.
the stages of cognitive development are related to the level of ability to think logically and it can be mapped using tests of cognitive development stages of respondents, namely the Test of Logical Thinking (TOLT).This test was developed by Tobin and Capie (1981) in the form of multiple choice tests with reasoned.cognitive development stages consists of 4 stages, namely the sensory motor stage until the age of 2 years, the preoperational stage from the ages of 2 until 7 years, the concrete operational stage from ages 7 until 11 years, and the formal operational stage from 11 years until adulthood (Crain, 2014).TOLT measures Piaget's cognitive development stages through three categories of TOLT total scores.If the total score of student is 0-1, then they fall into the concrete development stage category, if the total score of student is 2-3 , then they fall into the transition stage category, and If the total score of student is 4-10, then they fall into the formal development stage category.Furthermore, Valanides (1997) divides the formal development stages by adding more sub-stages, namely the rigorous formal stage, with a score range from 8 until 10.So that the score range from 4 until 7 will falls into the formal development stage.
, Liliasari, et al, 2014).So clearly the logic ability is needed in chemistry.Many researches correlating between the ability to think logically and the chemistry learning achievement, but not many of these researchers correlate this logical thinking ability to the achievements of students in all three levels of chemistry representation.Based on these problems, this research aims to explore information on how the profile of logical thinking skills and the profile of three levels of representation of public high school students in Ketapang District, West Borneo Province in the chemical dynamics matter.Both of these information will be the basis of the findings of the strength level of correlation between both of them.This will be important information related to the importance of efforts to develop a high school chemistry curriculum based on the level of cognitive development of students, especially those that have an impact on students' achievements in their three levels of representation in the chemical dynamics matter.METHOD This research uses a quantitative approach with a non-experimental research design.This research using survey as a research method.This study took the population of all students of elevent grade of the Public High School at Ketapang Regency, West Borneo Province.Purposive sampling method is used for sampling method.We took four schools at Ketapang Regency and then in from each of the school we took one until two class student of elevent grade.In this way finally the sample involved in the research was 242 students.The instrument used is the Test of Logical Thinking (TOLT) and a test of three levels of chemistry representation (Galevreki Test) with chemical dynamics as a subject matter.The TOLT that used in this research is a test which developed by Tobin and Capie (1981).This TOLT was first translated into Indonesian then language validated by a linguists (a professional who have an expert in translation between english and indonesian language).TOLT consists of 10 items that contain five elements of the ability to think logicallyinvolved five panel experts in the subject matter (Subject Matter Experts), consist of chemistry lecturers.The items that used in the research must have a CVR value greater than the critical value that has been set.In the validation process, the critical value that used to validated the instrument was the table of critical values from Wilson total TOLT data score looks very wide, ranging from students who get the minimum total TOLT score of zero, until the students who get the maximum total TOLT score of 10.Zero score indicates that none of all the TOLT items answered correctly by students.A score of 10 means that all 10 items in the TOLT are answered correctly.However, it appears that the average total TOLT score of students is 2.53 (SD = 2.224).This shows that there are still many students whose total TOLT scores are small.Based on Valanides (1997), the 2.53 TOLT score categorized into transitional stage development category and has not fall into the formal stage development category.This shows that many students have TOLT scores below 2.53 or in the range of concrete stage and transition stages categories, compared with the formal stage category.This can be seen if you look at the frequency distribution of students in their respective cognitive development categories based on the TOLT score obtained.This can be shown in the graph like Figure 1.

Figure 1 .
Figure 1.Cognitive development stage of student

Table 1
informs us that the range of

Table 3 .
Result of correlation test using Pearson correlation