The Effect of Instructional Models and Mathematical Logic Intelligence toward the Basic Chemistry Learning Outcomes by Controlling Student's Initial Competence

The objectives of this research were to determine the effects of instructional models and mathematical logic intelligence on primary chemistry learning outcomes with initial competence as a covariate variable. This research conducted at the department of chemistry education in the Faculty of Teacher Training and Education, Halu Oleo University Kendari from Maret to June 2018 and used a quasi-experimental method with a 2x2 by level design. A sample of 56 students was random. ANCOVA and T-Test ANCOVA applied to analyze the data obtained at a significant level of 0,05. The results indicate that: (1) the basic chemistry learning outcomes of students were taught to use concept attainment model was better than direct instruction model by controlling the initial competence; (2) there was an interaction between instructional models and mathematical logic intelligence on basic chemistry learning outcomes by controlling the initial competence; (3) the basic chemistry learning outcomes of students with higher mathematical logic intelligence taught to use concept attainment model were higher than direct instruction model by controlling the initial competence; (4) there was no significant differences between the basic chemistry learning outcomes of students with mathematical logic intelligence taught to use concept attainment models by being taught direct instruction model by controlling initial competence.