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The ability of new students is a basic knowledge possessed before the further learning process activities. The initial ability of students can be seen from the results of the selection of a university entrance exam scores of the national and TOEFL score. The purpose of this study was to describe the learning outcomes of students who take courses in basic chemistry I and to explain the differences of students’ learning outcomes in parallel classes in terms of initial ability on the subject basic chemistry I. Samples were chemistry student academic year 2016/2017 n1 = 49, n2 = 45. This research was quasi-experimental research. The design of systematic research in this study was a non-equivalent group, post-test only design. Testing research data used statistical analysis t-test (independent sample t-test) with the prerequisite test is a test of normality and homogeneity test. The students’ result was collected from the mid-test (UTS), final-test (UAS), activities and practicum. Learning outcomes E1 was M = 74.65, and learning outcomes E2 was M = 67.65. Based on the statistical analysis of the hypothesis with the t-test values collected t(92) was 10.179 and was located on the rejection of H0 is -1.986 and 1.986. These results suggest that there are differences of learning students’ outcomes in parallel classes in terms of initial ability on the subject basic chemistry I of students of Chemistry Education Study Program

proceedings of the first indonesian communication forum of teacher training and education faculty leaders international conference on education 2017 (ice 2017)

Differences of Students' Learning Outcomes in Parallel Classes on Basic Chemistry I Subject at Chemistry Education Study Program FKIP UNTAD