4.3 Relationship between conceptual and procedural knowledge
The analysis using SPSS 19.0 for windows indicated that there was a moderate relationship (r coefficient
value was 0687) between the levels of conceptual and procedural knowledge. In addition, the significant p value
of 0000 is smaller than the value at the significance level of 0.05. Therefore, the smaller value of p rejected the
Null hypothesis suggested by researchers. This means that there is a significant relationship between conceptual
knowledge and procedural knowledge in solving problems. In solving Chemistry problems, the two types of
knowledge are entirely related, although the relationship between the two is at moderate level. Thus, students
should master both of them in order to enhance understanding and skills in chemistry. According to Lay (2010)
science process skills are closely related to the process used in reading and problem-solving situations in any
inquiry. Students will indirectly have a clear understanding of the concept because they have the opportunity to
apply the theory learned in class.