Analysis of Students' Predicting Skills in The Concept of Reaction Rate

The present research aimed to describe the skills of 11th grade students in predicting reaction rate material. The need for this study arose due to the inadequacy of the teacher's assessments to elaborate on the students' predictive skills, particularly in reaction rate material. The participants were 26 students from the 11th grade Science-2 class of State Senior High School (SMAN) 5 Pontianak. A quantitative description with a case study approach was used to gather data. The students were administered a questionnaire immediately after the reaction rate lesson, consisting of three questions. The mean scores of the students were analyzed to determine the results. The results showed that 50% of the students were categorized as having a very low level of skill in predicting reaction rate material, 27% as having a low level, 19% as having a medium level, 4% as having a high level, and 0% as having a very high level. It can be concluded that the majority of the students have a very low level of skill in predicting reaction rate material. The findings of this study have implications for teachers in creating more suitable lesson plans, syllabi, and media to align with the students' standard of competency outlined in the curriculum. This study may also serve as a foundation


INTRODUCTION
The rise of globalization in the educational sector in Indonesia has necessitated the adaptation of students' skills to meet the 21st century skill standards.The globalization in education system requires students, teachers, and other education stakeholders to develop 21 st century skills, such as personality development, cooperation, communication, informal learning, productivity, and content creation.These skills are vital for the overall objective of 21 st century learning, where individuals are evaluated based on their initiative, tenacity, responsibility, risk-taking, creativity, group work, socialization, comfort, managing, organizing, metacognitive skills, perseverance, and positive outlook towards failures (Zubaidah, 2017;Pramudita et al., 2021).The Competency Standards for Graduates of High School Level Education Units, as per Regulation No. 34 of 2018 by the Indonesian Minister of Education, highlights the importance of students being able to think and act creatively, productively, critically, independently, collaboratively, and communicate (Permendikbud No. 34/2018 tentang Standar Nasional Pendidikan SMK/MAK, 2018).
The development of science process skills (PPP) is crucial to enhance these skills.PPPs encompass the skills of observing, communicating, estimating, measuring, collecting data, classifying, inference, predicting, interpreting data, making hypotheses, controlling variables, defining variables, and drawing conclusions (Asy et al., 2017;Khery, 2013;Saputri & Djumhana, 2020).These skills require students to be proficient in other aspects of PPPs, such as observation, classification, forecasting, communication, measurement, experimentation, and data interpretation.
PPPs play a crucial role in learning, as they help to improve thinking skills, facilitate student discoveries, build concepts, and support integrated learning for educators (Fajrina et al., 2021).PPPs are essential for maximizing learning in schools (Abdjul & Katili, 2021;Ango, 2002;Khery et al., 2013) and solving problems (Mu'minin et al., 2020).The indicators for PPPs include observing, forecasting, inference, categorizing, and communicating, where observing refers to making observations using the five senses, inference means describing observed objects, forecasting means predicting future events based on existing knowledge, facts, concepts, and principles, categorizing means grouping objects based on specific properties, and communicating means conveying the results (Widyaningrum & Agustini, 2021;Zeidan & Jayosi, 2014).
The development of predicting skills can support PPPs in students.Predicting skills refer to the ability to estimate future events based on existing patterns, such as concepts, principles, or theories (Zeidan & Jayosi, 2014).Predicting skills help students make informed decisions when solving problems (Fitri et al., 2020) and estimate the possibilities that may occur when a system is given treatment (Putri et al., 2022).According to Rahayu (2020), predicting involves imagining what might happen in an unobserved state.Lusidawaty et al. (2020) define predicting as estimating what will happen when a system is given treatment.In conclusion, predicting skills enable students to estimate or predict the possibilities that may occur when a system is given treatment based on existing patterns or concepts.
The ability to make predictions is heavily dependent on a student's prior knowledge.As such, students need to be guided to effectively utilize their prior knowledge as a foundation for making predictions, including in the study of chemical matter.Chemistry is a branch of science that examines the nature, structure, and changes of matter and energy, and encompasses not only knowledge, but also the process of knowledge discovery and development.The development of prediction skills can enhance science process skills, scientific attitudes, and cognitive abilities in chemistry (Gultom, 2018).
Interviews with chemistry teachers at State Senior High School 5 Pontianak revealed that the chemistry learning process, particularly in the area of reaction rate, has primarily focused on calculating the reaction order.As a result, other subtopics are not thoroughly explored.According to Pahriah and Hendrawani (2019), the reaction rate subtopic covers the concepts of reaction rate, factors affecting reaction rate, the reaction rate equation, reaction order, and collision theory.The assessment provided by teachers is generally in the form of presentation and discussion-based evaluations, lacking a systematic rubric to specifically assess students' prediction skills related to the factors that influence reaction rates.The reasons for this lack of comprehensive and curriculum-aligned assessment include a lack of understanding in designing non-test assessments, difficulty in creating a skills and attitudes assessment rubric, and difficulty in implementing process assessment in the learning process (Ulfah et al., 2021).Research conducted by Nisa et al. (2015) and Hairida (2018) also showed that teachers have not been able to fully develop the necessary learning tools for students.
Previous research has primarily focused on science process skills, such as the study entitled "Science Process Skills of Tadris Biology Students in the General Biology Course," which found that students' science process skills were classified as "fairly satisfactory," covering observing, classifying, interpreting data, predicting, hypothesizing, analyzing, planning experiments, using tools/materials, applying concepts, and communicating (Khairunnisa et al., 2020).Another study, "Analysis of Students' Science Process Skills on Reaction Rate Material Through the Bounded Inquiry Laboratory Learning Model," found that students' science process skills were considered "sufficient" at a percentage of 57.94%, with the highest indicator being observing skills and the lowest being hypothetizing skills (Fitriana et al., 2019).This study, however, focuses specifically on predicting skills as the main variable measured to provide a more detailed picture of students' abilities.A different study, "Analysis of Predicting Ability in Physics Learning for 12th-grade science students of SMA Negeri 9 Makassar," found that students' predictive ability was categorized as "moderate."Students were unable to effectively apply concepts they had learned, resulting in difficulties and prolonged problemsolving times (Fitri et al., 2020).This study, however, focuses on students' predicting skills in chemistry, specifically the reaction rate material.The differences in the fields of science studied make this research novel and serve as a foundation for further research.The purpose of this study is to examine the predicting skills of high school students in the subject of chemistry, specifically in the reaction rate material.This research aims to provide an overview of students' predicting abilities, thereby enabling educators to identify areas for improvement in chemistry learning.The study is motivated by the need for more comprehensive and curriculum-aligned assessments in high school chemistry, as well as a lack of research specifically examining predicting skills in this context.The study will be conducted by interviewing chemistry teachers at State Senior High School 5 Pontianak, as well as assessing students' predicting skills through a systematic rubric.The results of this study will be compared to past research, including studies on science process skills, to determine the specific areas in which students possess strong predicting skills and areas in which they may require additional support.The findings are expected to offer important implications for the design of the chemistry learning process, including the development of appropriate models, media, and assessment instruments.Furthermore, the findings of this research can serve as a reference for future studies, providing a foundation for further exploration and discovery in this field.
This research is significant because the results can be used as a reference in the design of the learning process, such as the creation of appropriate models, media, and assessment instruments, to enhance the complexity and alignment of chemistry assessments in high school with the curriculum's development and needs.Additionally, this research can serve as a basis for other researchers to develop new models, media, and assessment instruments and lead to further discoveries.

METHOD
This study is a quantitative, descriptive case study aimed at exploring the predicting skills of 11th grade science students of State Senior High School (SMAN) 5 Pontianak.The study was conducted using the following steps (Figure 1 The study used a sample of 26 11 th -grade science-2 students and employed a questionnairebased post-test to gather data.The questionnaire consisted of 3 questions that were designed to measure the students' predicting skills, specifically their ability to predict the reaction rate, explain their predictions, and link their reasoning to the collision theory.The data collected was analyzed by calculating the average of the students' scores, according the following formula: ̅ =   where  ̅ is average,  is score and n in the number of data.

Result
The results of the predictive skills assessment of the 11th-grade science-2 students of SMAN 5 Pontianak are presented in Table 2.The average score of the predictive skills of the 26 students from the 11th-grade science-2 class of SMAN 5 Pontianak was 2.96 out of a maximum score of 9.The average score indicates that most students scored lower than half the total score.The students were only able to make predictions without being able to explain the number of particles involved and the collision theory taking place during the reaction, as described in the post-test problem on ginger extraction.
The scores were categorized into five levels: very high, high, medium, low, and very low (Fitri et al., 2020).The distribution of scores and categories is presented in Table 3

Discussion
The aim of this study was to assess the predictive skills of 11th grade science-2 students of SMAN 5 Pontianak in relation to the ginger extraction discourse.The results, as shown in Table 3, indicate that 50% of the students scored in the range of 0-2, which is categorized as very low.This suggests that the majority of students were unable to predict the reaction rate.A further 27% of students scored 2.1-4 and were categorized as low, indicating that they were able to make predictions based on one factor but not able to explain the reasons and link them to the collision theory.19% of students scored 4.1-6 and were categorized as moderate, indicating that they were able to give predictions but not able to provide explanations or connect them to the collision theory.Only 4% of students scored 6.1-8, which is considered high, meaning they were able to make predictions, provide explanations, but not link them to the collision theory.None of the students scored 8.1-10, which would be considered very high, indicating mastery in predicting, explaining, and linking the given information to the collision theory.
Based on post-test questions and answers, the students expressed several difficulties in completing the task.These difficulties included not understanding the meaning of the questions, a lack of familiarity with the material, not understanding the terms used in the ginger extraction discourse, and feeling tired after conducting the practical.These difficulties resulted in students being unable to predict the reaction rate, explain the relationship between the reaction rate and the number of particles, and collision theory.These results are consistent with previous research (Manurung, 2020;A. N. Putri & Muhartati, 2019) which found that students' predicting skills are low due to a lack of familiarity with the assessments and a lack of understanding of the concepts.Improving students' understanding and skills is crucial for achieving more effective and efficient learning outcomes (Suryawati, 2022).
The predictive skills tested in this study consisted of three indicators: predicting the reaction time based on changes in touch plane surface area, concentration, and temperature; explaining the effect of these changes on the number of particles involved in the reaction; and connecting the explanations given to the collision theory.The questions were in the form of fill-in-the- blank and each question was worth three points based on the previously described indicators.
The scores per indicator and sub-material are presented in Table 4.
The first indicator in the first sub-material assessed students' ability to predict the effect of changes in the surface area of the touch plane on the reaction rate.The expected answer was that a smaller surface area would result in a slower reaction due to a smaller number of particles involved and less effective collisions.92% of the students provided the correct answer, while 8% did not respond.This high rate of correct answers can be attributed to the teacher's use of an easily relatable example of the influence of surface area on reaction rate in the form of dissolving sugar cubes and granulated sugar during the learning process (Kinasih & Sinaga, 2020).Research by Manu & Nomleni (2018) and Alvionita et al. (2021) also supports the importance of meaningful learning in facilitating understanding and internalization.The second sub-topic, which concerns the influence of temperature and concentration on the reaction rate, was answered correctly by 69% and 50% of students, respectively.Although the expected answer was that the reaction rate would be slower, a large percentage of students answered incorrectly.This was due to the students' unfamiliarity with laboratory terms such as ethanol solvents, extractions, and isolated compounds.As a result, they had a limited understanding of the relationship between the reaction rate factor and the reaction rate, as they rarely interact with the materials used during the experiment.This lack of knowledge affects their predicting skills and concept comprehension (Zuhaida, 2019;Zuhra et al., 2021).
The third indicator evaluated the students' ability to provide reasons for their predictions.The expected answer was that a change in the surface area of the reacting particles would result in fewer particles coming into contact with the solvent because the surface area is smaller.Only 38% of students gave the correct reason, while the rest answered incorrectly or did not give a reason.
In the sub-topic on the influence of temperature, only 15% of students were able to answer that a decrease in temperature would reduce the kinetic energy of the reaction.Similarly, in the subtopic on the influence of concentration, only 10% of students were able to explain that a decrease in concentration would result in fewer particles involved in the reaction.This was because the students were not familiar with questions requiring them to explain their answers (Munawwarah et al., 2020).
The fourth indicator tested students' ability to link their reasons to the collision theory.Unfortunately, only one student was able to answer correctly, while the remaining 25 students did not answer.The expected answer was that the number of effective collisions would decrease as the number of particles and their kinetic energy decreased.To answer correctly, students need to have an understanding of the relationship between the reaction rate and the number of effective collisions.This requires building a new understanding by connecting prior knowledge with new information (Siregar & Nensi, 2020).
The results of the student predicting skills test showed that 50% of students had predicting skills in the range of 0-2, meaning their abilities were very low.This is likely because students are not familiar with questions requiring them to make predictions.With more frequent exposure to prediction-related questions, students can become more familiar with complex grading systems and improve their ability to predict in problem-solving (Murlia & Rudi, 2020).
Predicting skills are crucial for students, as they make it difficult for them to predict the outcomes of a reaction if they are unable to make predictions.This, in turn, affects their overall learning outcomes.Therefore, a learning model accompanied by appropriate assessment tools is needed to train students in making predictions, especially in reaction rate materials.This will help students become more familiar and skilled in predicting the outcomes of a reaction with different treatments.
The implications of this study, which provide insight into students' skills in predicting reaction rate materials, can help educators design more effective learning models and media that align with the expected competency standards of the curriculum.This can, in turn, improve the quality of chemistry education in schools.This study can also serve as a foundation for future research to continue to advance the field of science.
One of the limitations of this study was improper timing, leading to less-than-optimal learning outcomes.The focus on the reaction rate factor during the experiment left limited time for delivering the material, resulting in students having a shallow understanding of the topic.Subsequent researchers are recommended to manage their time more effectively to ensure their research is implemented as designed.

CONCLUSION
In conclusion, this research paper aimed to assess the predicting skills of students on reaction rate material in chemistry.The results showed that the majority of students had low predicting skills, with only a small percentage able to answer correctly.This indicates that students are not familiar with the questions that require predictions and highlights the need for a more effective learning model accompanied by appropriate assessment instruments.This study provides important information for educators to formulate better learning designs, models, and media that align with the competency standards expected by the curriculum, leading to an increase in the quality of chemistry learning in schools.The results of this research can also serve as a basis for further studies to develop and advance science education.However, the study's limitations, such as improper timing, suggest the need for future research to manage the implementation time more effectively.

RECOMENDATION
Predicting skills in students should be described in detail through the use of valid and reliable instruments so that educators can provide the right model or method.Instrument making and the use of models require quite a lot of preparation so educators must be creative and innovative in compiling learning tools in the classroom.Although sometimes educators are faced with problems with facilities and the interests and abilities of students who have not been able to keep up with the expected educational standards.

o
Observing problems through interviews with teachers in the field of study.o Compiling research instruments.o Validating the instruments with the help of 2 expert lecturers, resulting in a validity score of 4.00.o Conducting the research implementation through a questionnaire-based post-test with 26 11th grade science-2 students.o Processing the data collected from the questionnaire.o Compiling and presenting the research results.

Figure
Figure 1.Research flowchart

Table 1 .
Matrix of Previous Research based on Publications in Indonesia

Table 2 .
. Based on the The student's skill score predicts on the material the reaction rate from 26 samples Tabel 3. Categorization of predicting skill of 11 th grade science-2 students SMAN 5 Pontianak

Table 4 .
Predicting skill of 11 th grade science-2 students per indicator