This study aims to examine the effectiveness of the dual-processing method in improving the proportional thinking skills of 3T students in chemistry learning, especially in dealing with numeracy barriers. The dual-processing method refers to a cognitive theory that combines intuitive thinking (System 1) and analytical thinking (System 2) to improve students' conceptual understanding and numeracy skills. This study used a quantitative and qualitative approach with a pre-test and post-test experimental design and observation of student participation during the learning process. The results showed that after the dual-processing method intervention, there was a significant increase in students' numeracy skills, with an average post-test score increasing by 33.5 points compared to the pre-test. In addition, this method also helps reduce academic anxiety and increase students' confidence in solving numeracy problems. Classroom observations showed that students were more active in discussions and more reflective in solving chemistry problems than before the intervention. The dual-processing method has been proven effective in improving 3T students' numeracy understanding and overcoming proportional thinking barriers in chemistry learning. Therefore, the integration of this method into the higher education curriculum is recommended to improve students' critical and analytical thinking skills in numeracy-based disciplines.

This study aims to analyze the effectiveness of cognitive load reduction strategies in improving 3T students' understanding of the concept of stoichiometry. Students from 3T areas often have difficulty in understanding chemical concepts due to limited access to quality learning resources and challenges in numeracy. Therefore, this study applies a cognitive load reduction strategy that includes material segmentation, scaffolding, concept visualization, and the use of analogies and real contexts in stoichiometry learning. The research method used is a quasi-experiment with a pretest-posttest control group design. The subjects of the study consisted of 3T students who were divided into experimental groups and control groups. Data were collected through a stoichiometry understanding test, a cognitive load questionnaire, and in-depth interviews. The results of the analysis showed that the experimental group experienced a significant increase in posttest scores compared to the control group. In addition, students in the experimental group showed a higher level of understanding retention and a reduction in misconceptions after the implementation of the cognitive load reduction strategy. This study provides evidence that the cognitive load reduction strategy can improve the effectiveness of stoichiometry learning by reducing students' cognitive load. The implications of this study suggest that this approach can be applied more widely in chemistry teaching to improve students' conceptual understanding and numeracy skills. Thus, the results of this study can be the basis for the development of more innovative and adaptive teaching methods for students with diverse educational backgrounds.