JURNAL PENDIDIKAN MATEMATIKA DAN IPA
Vol.
No.
http://jurnal.
id/index.
php/PMP PROFILE OF HIGH SCHOOL STUDENTS' UNDERSTANDING IN SOLVING STOICHIOMETRY PROBLEMS IN TERMS OF MULTIPLE INTELLIGENCES Abdul Gani*.
Humaira Nuri.
Zulfadli.
Sri Winarni.
Ibnu Khaldun Department of Chemistry Education.
Faculty of Education.
Universitas Syiah Kuala.
Jl.
Teuku Nyak Arief No.
Banda Aceh 23111.
Indonesia *Email Corresponding: aganihaji@usk.
DOI: http://dx.
org/10.
26418/jpmipa.
Abstract Understanding the concept of mole in chemistry learning is an important aspect in supporting student learning success, especially in stoichiometry material which is abstract and complex.
This research aims to explore the profile of students' conceptual understanding of stoichiometry based on the dominance of multiple The study employed a descriptive qualitative approach with 36 students of class XI-F4 at SMAN 1 Darul Imarah.
Data were collected through a multiple intelligence questionnaire, concept understanding test, and semi-structured interview.
Data analysis consisted of data presentation and data verification, conducted by comparing studentsAo test results with interview responses to ensure consistency of understanding indicators.
The results showed that students with linguistic, intrapersonal, and interpersonal intelligence understood all indicators of understanding, such as defining concepts, interpreting meanings, identifying concept features, and comparing relevant concepts.
Students with logical-mathematical and musical intelligences were able to understand most indicators but had difficulty in differentiating concepts.
Students with spatial, naturalistic, and existential intelligences excelled in concept identification and comparison but lacked in verbal definition.
Students with kinesthetic intelligence mastered only basic This finding confirms that intelligence variation plays an important role in understanding chemical concepts.
Teachers are expected to design learning that is adaptive to studentsAo intelligence profiles to improve learning quality.
Keywords: Chemistry.
Multiple Intelligences.
Stoichiometry INTRODUCTION Stoichiometry is one of the central concepts in chemistry learning relationships between substances in chemical reactions.
Mastery of this material requires both conceptual and procedural understanding, particularly Received Revised Accepted : 2025-08-01
: 2026-01-15
: 2026-02-10
This work is licensed under a Creative Commons Attribution 4.
0 International License Jurnal Pendidikan Matematika dan IPA Vol.
No.
in molar mass calculations, the law of conservation of mass, and mole However, many students face difficulties in solving stoichiometric problems due to weak mathematical reasoning and limited ability to According to studentsAo errors often arise from their inability to connect symbolic representations with numerical meaning, affecting the accuracy of their calculations .
These challenges are closely related to low mathematical literacy, indicating studentsAo computational struggles in chemistry cannot be separated from their mathematical abilities .
Therefore, research that integrates mathematical reasoning into chemistry learning is needed to help students bridge symbolic, quantitative, and conceptual In the context of 21stcentury implementation of the independent curriculum, differentiated instruction has become increasingly essential.
Teachers are required not only to master subject content but also to studentsAo preferences to create adaptive learning This approach aligns with the four essential competencies of 21stcentury educationAicritical thinking, communication .
Visual and technology-based strategies, such as STEM approaches using GeoGebra, have been proven to enhance mathematical representation skills and can also support visualization of abstract chemistry concepts like moles and reactions .
The Multiple Intelligences developed provides a framework for recognizing diverse types of student intelligenceAi logical-mathematical, visual-spatial, kinesthetic, musical, naturalistic, and existentialAiwhich influence how students process information and solve problems .
Studies show that students with visualspatial and logical-mathematical intelligence demonstrate stronger learning materials are presented through diagrams and problem-based contexts (.
However, most stoichiometry research still focuses on general cognitive skills without intelligence profiles .
By exploring the role of multiple intelligences, this study addresses the mathematical and conceptual barriers students face, offering a more adaptive learning perspective for chemistry education.
This study aims to identify studentsAo profiles of conceptual understanding in solving stoichiometry problems based on their dominant intelligence types.
Understanding how different intelligences contribute to learning will provide practical insights for designing more inclusive chemistry The expected impact of this research is to enhance the quality of chemistry learning by encouraging teachers to develop strategies that accommodate variations in studentsAo intelligences and improve their ability to connect mathematical reasoning with chemical understanding.
Abdul Gani.
Humaira Nuri.
Zulfadli.
Sri Winarni, & Ibnu Khaldun Profile of High School Students' Understanding in Solving Stoichiometry Problems in Terms of Multiple Intelligencese Jurnal Pendidikan Matematika dan IPA Vol.
No.
METHOD
This research uses a descriptive qualitative approach that aims to describe in depth the profile of high school students' understanding in solving stoichiometry problems.
This approach was chosen because it aligns with the exploratory nature of the study, which seeks to understand the phenomenon contextually from the point of view of the research subjects.
The subjects in this study were class XI students of SMAN 1 Darul Imarah in the even semester.
The subject selection technique used in this research followed the purposive consideration .
The selection of XI-F4 recommendations from the chemistry teacher at the school, considering that this class has a heterogeneous academic composition, demonstrates active participation in chemistry learning, and had completed the stoichiometry material during the even semester, making it the most suitable representation for the study.
The instruments used in this research were: .
a multiple .
stoichiometry comprehension test items focusing on the mole concept, and .
a semi-structured interview The multiple intelligences questionnaire was used to identify the dominant types of intelligences possessed by students.
It consisted of 54 statements covering indicators for each type of intelligence, using a 4point Likert scale ranging from 1 to 4.
The second instrument, the mole concept comprehension test, consisted of 10 multiple-choice questions assessing various aspects of conceptual understanding, including mole ratio, the law of conservation of mass, and mol-gram unit conversions.
These questions were validated by two Chemistry Education lecturers from Syiah Kuala University to assess content and construct validity.
The validation ensured that the questions met the required standards and were appropriate for measuring studentsAo conceptual understanding.
Reliability testing was conducted using the Inter-Rater Agreement (IRA) method by calculating the Kappa coefficient, which yielded a value of This result indicates a high level of agreement between expert validators, confirming that the instrument is both reliable and valid for consistent measurement.
The third instrument, the interview guide, consisted of six main questions, with each interview lasting approximately 5Ae10 minutes per The questions were semistructured and allowed flexibility to explore studentsAo responses in depth.
Interview subjects were selected based on the highest scores on the mole concept comprehension test among representatives of the nine multiple intelligences categories.
The data analysis techniques used were data presentation and data In the data presentation stage, student groupings were displayed based on dominant multiple intelligences, followed by the presentation of results from the mole concept comprehension test and The data verification stage involved comparing the results of the comprehension test with interview responses and questionnaire results to ensure consistency and accuracy of Abdul Gani.
Humaira Nuri.
Zulfadli.
Sri Winarni, & Ibnu Khaldun Profile of High School Students' Understanding in Solving Stoichiometry Problems in Terms of Multiple Intelligencese Jurnal Pendidikan Matematika dan IPA Vol.
No.
studentsAo conceptual understanding according to the measured indicators.
verified for consistency between the written test and interview results.
The understanding analyzed in this study .
the ability to define concepts .
the ability to recognize the meaning and interpretation of concepts, .
the ability to identify the properties and conditions of a concept, and .
the ability to compare and contrast related RESULT AND DISCUSSION Based on the data analysis of studentsAo comprehension test and the results of interviews with nine research subjects, a detailed recapitulation of studentsAo understanding in solving stoichiometry comprehension problems on the concept of mole is presented in Table The interpretation of the data was Table 1.
Recapitulation of Student
Subject
S15
S11
S18
S13
S14
Understanding Indicators Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa Aa In general, students with (M.
, spatial (M.
, intrapersonal (M.
, interpersonal (M.
, (M.
intelligences demonstrated mastery of all four comprehension indicators, reflecting an integrated understanding interpretation, and application.
On the other hand, students with musical (M.
, kinesthetic (M.
, and logicalAe mathematical (M.
intelligences only fulfilled two to three indicators, particularly showing limitations in comparing or differentiating chemical Meanwhile, the student with existential intelligence (M.
displayed interpretation and comparison but was less able to define the concept of mole This global pattern indicates that the type of dominant intelligence significantly influences studentsAo The between written and oral responses during interviews reinforces the accuracy of these categorizations, showing that interpretation of data aligns with both comprehension test outcomes and interview transcripts.
Linguistic Intelligence (S.
The linguistic intelligence subject demonstrated full mastery of all four During interviews, the student was able to verbally define the mole concept, describe its relationship with mass, particle number, and gas volume at STP, and differentiate Abdul Gani.
Humaira Nuri.
Zulfadli.
Sri Winarni, & Ibnu Khaldun Profile of High School Students' Understanding in Solving Stoichiometry Problems in Terms of Multiple Intelligencese Jurnal Pendidikan Matematika dan IPA Vol.
No.
between the mole in theoretical and practical contexts.
The student also expressed the relationships between concepts in a coherent scientific narrative, indicating strong verbal This finding aligns with who stated that linguistic intelligence supports the ability to reformulate scientific ideas effectively through words .
The studentAos detailed verbal explanations further indicate conceptual knowledge into scientific Musical Intelligence (S.
The student with musical intelligence fulfilled only two indicators defining concepts verbally and identifying conceptual properties but struggled with deeper interpretation and During interviews, the student tended to associate chemical reactions with patterns or rhythms, reflecting a rhythmic cognitive style rather than analytical reasoning.
According to rhythm-based learning aids in memorization but requires contextual support conceptualization .
The subjectAos understanding of the mole was limited to procedural recall, suggesting that pattern-based visualization or mnemonic learning to enhance abstract comprehension.
LogicalAeMathematical Intelligence (S.
This subject performed strongly in the first three chemical laws, such as conservation of mass and mole ratio.
The student could calculate and interpret data accurately but lacked explanation beyond the numerical level.
This supports who logicalAemathematical intelligence enhances computational conceptual generalization .
The studentAos quantitative precision, showing a strong ability to apply formulas but theoretical distinctions, a pattern typical of learners favoring deductive over reflective thinking.
Spatial Intelligence (S.
The demonstrated a clear ability to visualize chemical quantities through diagrams and concept maps.
When solving problems, the student translated verbal information into symbolic and graphical representations before computing answers.
This comprehension and confirm who three-dimensional visualization and augmented reality enhance learning of abstract chemistry concepts .
Such learners tend to construct mental imagery to connect chemical representations, leading to stronger holistic understanding.
Kinesthetic Intelligence (S.
The intelligence succeeded in defining and recognizing concepts but failed to identify and compare them.
Interview responses revealed a preference for learning through action or physical analogy .
Auimagining moving atomsA.
According to kinesthetic learners grasp concepts better through movement or hands-on tasks but representations .
This subjectAos answers were concise and procedural, reflecting reliance on intuition and Abdul Gani.
Humaira Nuri.
Zulfadli.
Sri Winarni, & Ibnu Khaldun Profile of High School Students' Understanding in Solving Stoichiometry Problems in Terms of Multiple Intelligencese Jurnal Pendidikan Matematika dan IPA Vol.
No.
motion-based imagery rather than formal reasoning.
Intrapersonal Intelligence (S.
The intrapersonal intelligence subject achieved full mastery across all This student showed strong self-reflection during problem-solving, regularly checking answers and Such behavior demonstrates high metacognitive awareness, enabling the student to regulate thought processes Emphasize intrapersonal intelligence supports self-monitoring, emotional regulation, and analytical persistence, all of which were visible during interviews .
Interpersonal Intelligence (S.
The student with interpersonal intelligence displayed mastery of all engagement in discussing alternative solutions during interviews.
The subject often articulated reasoning in dialogue form, showing conceptual understanding reinforced through social explanation.
This support who found that collaborative discussion interpersonal learners because sharing ideas and feedback strengthens conceptual retention and correction of misconceptions .
Naturalistic Intelligence (S.
The naturalistic intelligence subject understanding and mastery of all The student related the mole concept to natural phenomena such as the conservation of matter in biological cycles, indicating contextual integration between chemistry and This finding agrees with who highlighted that naturalistic learners prefer learning grounded in real contexts .
Their cognitive relationships between observable Existential Intelligence (S.
The intelligence performed well in interpretation, identification, and comparison but struggled with verbal Interview transcripts show that the student focused on the underlying meaning of chemical laws and their philosophical implications, rather than memorizing formal This finding resonates with who noted that existential learners conceptualize essence and meaning but often neglect terminological accuracy .
In this case, the subjectAos abstract reasoning aids comprehension but limits precise verbal articulation.
Overall, confirmed that interpretation of data was consistent and credible.
The results indicate that each type of intelligence contributes uniquely to the understanding of the mole concept.
Verbal intelligences .
inguistic and interpersona.
excel in explanation and .
Analytical .
ogicalAemathematical and intrapersona.
dominate in interpretation and evaluation.
Visual and contextual intelligences .
patial and naturalisti.
facilitate concept linking and application.
Meanwhile, .
, .
, .
pedagogical adaptation to reach balanced conceptual mastery.
Abdul Gani.
Humaira Nuri.
Zulfadli.
Sri Winarni, & Ibnu Khaldun Profile of High School Students' Understanding in Solving Stoichiometry Problems in Terms of Multiple Intelligencese Jurnal Pendidikan Matematika dan IPA Vol.
No.
These findings suggest that chemistry instruction should integrate differentiated learning strategies to accommodate studentsAo dominant intelligences using visual aids, problem-solving, reflective exercises, and contextual experiments to promote more holistic conceptual understanding.
CONCLUSIONS
Based on the results of data analysis and discussion, it can be concluded that the profile of students' concept understanding in solving stoichiometry problems on the material of the mole concept is different depending on the type of multiple intelligences that dominate each Students with linguistic, mastery of the four indicators, namely interpretation of concepts, identifying properties and conditions of a concept, and comparing and contrasting Students with musical and logical-mathematical intelligence are able to understand the first three indicators, but are not yet optimal in distinguishing concepts.
Meanwhile, spatial, naturalistic, and existential intelligence show mastery of the last three indicators, but are not yet fully able to define concepts verbally.
contrast, students with kinesthetic intelligence only mastered the first two indicators, and still had difficulty in identifying and comparing concepts in This finding reinforces that students' understanding of chemistry concepts varies greatly, and is directly influenced by the dominance of the type of multiple intelligences they Therefore, a learning approach that takes into account the learning styles and intelligence potential of individual students is needed.
This study only analyzes and describes the ability to understand students' chemical concepts in terms of multiple intelligence on a small scale.
Suggestions for future researchers are expected to be able to carry out on a larger scale with the type of case study research to find out more deeply about the understanding of chemical concepts in terms of multiple intelligence of students.
REFERENCES