The relationship between logical-thinking ability and science achievement of middle school students

Abstract

The students' science achievement is one of the educational problems that need to be considered. Factors that can influence students' science achievement are important to investigate in order to design science learning that is appropriate to students' characteristics in order to support the improvement of students' science achievement. Therefore, this study aims to identify the relationship between logical-thinking ability and students' science achievement. Sampling is done by using a random sampling technique. The sample used in this study were 33 middle school students grade VIII. The research data was collected using tests and observations, which were then analyzed using quantitative descriptive techniques with SPSS 21. The results obtained Pearson correlation values is 0.266 and significance value is 0.135 (Sig.> 0.05), which means that there is an insignificant relationship between logical-thinking ability and students' science achievement.