Ilmu kimia terbagi menjadi dua konsep, yaitu konsep konkret dan terdefiinisi. Bentuk molekul merupakan salah satu konsep terdefinisi karena gagasannya berada pada tingkat molekuler dan tidak kasat mata. Sehingga, untuk memahami materi bentuk molekul dibutuhkan kecerdasan spasial-visual. Oleh sebab itu untuk mengetahui hubungan kecerdasan spasial-visual dan prestasi belajar pada materi bentuk molekul dilakukan dalam penelitian ini.  Tujuan penelitian ini adalah untuk mengetahui ada atau tidaknya korelasi antara kecerdasan spasial-visual dengan prestasi belajar siswa kelas X IPA MA Hidayatul Ummah Pringgoboyo pada materi bentuk molekul. Penelitian ini menggunakan metode statistik inferensial dengan menggunakan statistik korelasi regresi untuk mengetahui ada atau tidaknya korelasi antara kecerdasan spasial-visual dengan prestasi belajar. Hasil penelitian ini menunjukkan tidak terdapat korelasi antara kecerdasan spasial-visual dengan prestasi belajar, hal ini dimungkinkan karena tidak hanya kecerdasan spasial-visual yang berperan dalam meningkatkan prestasi belajar.

Abstract. The change in the educational paradigm in the 21st century requires students to have good basic knowledge and understanding to develop Higher Order Thinking Skills (HOTS). Chemical equilibrium is an abstract material and complex, so it requires good thinking skills to understand the concepts. This Study aims to determine the effect of the application of guided inquiry models on HOTS in chemical equilibrium. This research uses Pre-Experimental Design with One Shot Case Study model with 25 students of Billfath University as subjects. The data were collected using the HOTS test instrument in the form of 15 multiple choice questions. Hypothesis testing used the Independent Sample T-test (non-parametric). The results showed (1) the high-level learning outcomes of students with high initial abilities were better than students with low initial abilities, (2) there was a significant effect of applying the model Guided inquiry learning towards student high-level learning outcomes.

AbstrakSalah satu materi kimia SMA yang berisi konsep konkrit, abstrak dan melibatkan perhitunganmatematika adalah kelarutan dan hasil kali kelarutan (Ksp). Pemahaman konseptual dinyatakandengan kalimat pendek sedangkan pemahaman algoritma dinyatakan dengan persamaanmatematika. Keduasaling barkaitan, sehingga untuk pembelajaran perlu strategi yang tepat.Strategi pembelajaran inkuiri terbimbing dan Problem Solving diduga ampu tingkatkankonseptual dan pemahaman algoritma siswa dengan Kemampuan Berpikir Ilmiah Rendah(KBIR). Tujuan penelitian ini mengetahui perbedaan dan pemahaman algoritma siswa denganKBIR yang dibelajarkan dengan strategi inkuiri terbimbing dan Problem Solving. Rancanganyang digunakan ialah eksperimen semu dengan posttest only control group design. Data hasiltes pemahaman konseptual dan algoritma diperoleh dari tes menggunakan 20 soal pilihan gandadengan nilai koefisien reliabilitas sebesar 0,71 dan validitas isi sebesar 93,17%. Analisis datamenggunakan uji t dan korelasi Product Moment pada taraf signifikansi 5%. Hasil penelitianmenunjukkan bahwa hasil belajar siswa KBIR yang menggunakan strategi inkuiri terbimbinglebih tinggi dibandingkan dengan siswa yang menggunakan strategi Problem Solving danpemahaman algoritma siswa dengan KBIR lebih tinggi dibandingkan pemahamankonseptualnya baik menggunakan strategi inkuiri terbimbing maupun dengan strategi ProblemSolving.Kata Kunci: inkuiri terbimbing, problem solving, pemahaman konseptual, pemahaman algoritma, kemampuan berpikir ilmiah

This research's background is the importance of understanding the concept of chemical equilibrium material to understand the complex chemical interactions. This material is seen as one of the most difficult subjects in learning chemistry at the school and university level, so it requires a good understanding of studying it. A good and appropriate understanding of learning chemistry requires scientific thinking skills. This study aimed to analyze the effect of guided inquiry learning models based on multiple representations on student learning outcomes in chemical equilibrium material. The design of this study used a Pre-Experimental Design with a One-Shot Case Study model. The subjects in this study were 25 students of the Chemistry Education program at Billfath University who took the Basic Chemistry course. The data was collected using the Classroom Test of Scientific Reasoning (CTSR) instrument and test questions on the learning outcomes of chemical equilibrium material. The data analysis technique in this study used a non-parametric statistical test with a t-test. The results showed (1) the learning outcomes of students with high scientific thinking skills were higher than students with low scientific thinking skills, (2) there was a significant effect of the guided inquiry learning model based on multiple representations on student learning outcomes.

Abstract. The purpose of this study was to determine the effectiveness of STEM (Science, Technology, Engineering, and Mathematics) integrated learning on the material of molecular form for Class X MA Al-Khoiriyah students. The research design used in this research is descriptive analysis. The stages of this research consist of 3 (three) stages, namely pre-research, testing the validation of research tools, and implementing STEM integrated learning. As for knowing the effectiveness is measured by indicators, namely the level of student learning completeness after integrated STEM learning activities and the resulting STEM products. From the analysis of the final test, it can be seen that of the ten students who were the research subjects, 80% had achieved completeness and the resulting STEM product was in the good category so it can be concluded that STEM integrated learning is effectively used in molecular geometry learning.   Keywords: Effectiveness, STEM, Chemistry, Molecular geometry