USING THINK-PAIR-SHARE TO DEVELOP STUDENTS' SOCIAL AND EMOTIONAL COMPETENCIES IN CHEMISTRY LEARNING

The aim of this study was to analyze students' social and emotional competencies through the integration of Think Pair Share (TPS) and a Social and Emotional Learning (SEL) approach to topics related to Acids and Bases. Social and Emotional Learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. The study involved thirty-five 11th grade students in one of a private school in Jakarta and was conducted between January and April 2017. A qualitative methodology was employed to analyze students’ social and emotional competencies using interviews, classroom observations, reflective journals, and student worksheets. The application of a SEL approach was carried out by integrating it with a TPS strategy. In the Think, stage students were given the opportunity to explore their understanding of acids and bases and to solve problems individually. In the Pair stage, they could communicate their insights to the group, and in the Share stage, they had occasion to present their group perspectives and respond to others. The five social and emotional competencies found in this study were; self-awareness, self-management, social awareness, relationship management, and responsible decision making. Self-awareness was demonstrated by understanding a student’s abilities, their needs, and their selfconfidence. Self-management was indicated by a student’s ability to manage pressure, plan strategies, and seek help. Social awareness competencies were analyzed through the development of students' attitudes to diversity and how they demonstrated care for friends. Relationship management competencies were identified by observing a student’s ability to manage friendships, how they overcame differences, and whether they provided assistance to each other. The responsible decision making competency was determined by observing how students made decisions when trying to solve a problem and whether they were able to plan a strategy when facing pressure. Whilst integrating SEL, the researchers were challenged by the need to empower students, encourage teachers to stimulate students’ social and emotional competencies, and to manage time constraints. Integrating SEL into chemistry learning provided opportunities for students to develop their social and emotional competencies through independent thinking activities, group discussions, and presentations to their peers.


INTRODUCTION
where special needs students were bullied.
Learning motivation is closely related to student attitude. Therefore, the implementation of SEL in the classroom can be used to develop students' social and emotional competencies alongside academic requirements.
The approach can be used with all levels of education and genders [3,4,5,6].
Development of social and emotional competence through an SEL approach is done through the application of knowledge, attitudes, and skills needed to understand and manage emotions, set positive goals, show empathy for others, have positive relationships and make responsible decisions [5]. Based on previous research, the application of SEL has a positive impact on learning outcomes and physical health, increases a sense of citizenship, reduces interpersonal violence, improves relationships, and reduces the risk of nonconformity as a critical aspect of achieving success in life [7,8].
The five aspects of emotional and social competencies that are strengthened through the application of SEL are 1) selfawareness -the identification and recognition of one's own emotions, recognition of strengths in self and others, a sense of self-efficacy, and self-confidence, 2) self-managementimpulse control, stress management, persistence, goal setting, and motivation, 3) social awareness-empathy, respect for others, and perspective taking, 4) relationship management -cooperation, seeking and providing help, and communication, and 5) responsible decision making -evaluation and reflection, and personal and ethical responsibility [9].
Based on the above descriptions, the researchers were interested in implementing SEL integrated with a Think-Pair-Share (TPS) in exploring a topic on Acids and Bases. Research by [10] shows that TPS can help develop students' social attitudes in a multi-ethnicity society such as Indonesia. TPS also increases student motivation and learning outcomes [11].
Thus, this research focused on developing the social and emotional competencies of students at SMA 5 Yadika Jakarta through the integration of SEL with TPS.

METHODS
The research used a qualitative methodology and an interpretive paradigm to understand and interpret the students' social and emotional competencies during the learning process.
Multiple data collection was achieved through student interviews, classroom observations, reflective journals, and student worksheets. The data obtained was then analyzed in three stages, first by data reduction, then data presentation followed by verifications and conclusions [12]. External validity tests established validity, including prolonged engagement, persistent observation, progressive subjectivity, member checking, and negative case analysis.
RESULTS AND DISCUSSION.

The Integration of SEL with a TPS Strategy
The integration of SEL and TPS can be seen in Figure 1. Data is collected when students were given a real-life scenario related to the Acid and Base topic. Some scenarios were related to carbonated beverages, cyanide, and soil water pH. The scenarios were designed to stimulate students' social and emotional attitudes, and each ended by posing several problems that needed to be resolved by encouraging students' social and emotional competences.  The following is an explanation of the social and emotional competencies that emerged at each stage of the Think Pair Share process.

a. Think
Because students are asked to focus more on finding out and understand their abilities and needs and their ability to achieve those needs, the social and emotional competencies that arise at this stage of the process are self-awareness and self management.

b. Pair
Students are now working with their peers, so each of the five aspects of social and emotional competencies emerge, namely, self-awareness, self-management, social awareness, relationship management, and responsible decision making. Students are not only managing themselves, but they also need to understand the learning environment and make decisions that they can be accountable for.

c. Share
At this stage, the five aspects of social emotional competencies are also engaged.
Students present answers from their group discussion by expressing their opinions through debate. During this stage, students use self-management and self-awareness strategies as well as social and emotional competencies.
During the implementation of the SEL approach to chemistry learning, the application process became a challenge for researchers whereby students' social and emotional competencies had to be engaged.
Time management also needed to be considered due to the study being carried out over a relatively long time. Other essential competencies could not be ignored during that time.

The Social and Emotional Learning (SEL) Implications a. Self Awareness
Students' Self Awareness competencies were analyzed based on many codes that recognized their strengths and limitations, identified self-needs, and whether self-confidence was evident. Samples from student interviews, reflective journals, and worksheets can be seen as follows.

"I acted as a motivator in the group (giving advice and encouraging friends)
to be more cooperative in the discussions." Based on the data, it can be seen that students were able to recognize their strengths and abilities to understand the subject matter better. Students indicated a preference for chemistry learning that is accompanied by a practicum, where they can see things related to chemistry such as tools, chemicals, and chemical processes that occur rather than by theory alone. During a practicum, students were able to motivate and encourage their peers so that the process was more conducive to learning.
As stated Slavin in [13] that motivation can be more effective if carried out in a group.
Group learning with peers raises enthusiasm for learning activities such as discussion, the exchange of ideas, working together to solve problems, and completing set tasks. The influence of peers can make a significant impact on students. Acikgoz in [14] revealed that learning with groups has several advantages, one of which is that it can transmit the enthusiasm and motivation of learning from dominant students to more passive students.
During the learning process, students were given articles related to issues Concernning acids and bases. Providing examples of problems when teaching chemistry can make it easier for students to understand the topic being studied rather than just describing the material.

"In my opinion, liquid cyanide is more dangerous than cyanide in food because we do not know exactly how big the cyanide content is, other than that the human body is easier to absorb liquid." (Worksheet of student 7, 29 March 2017)
Students can understand the acids and bases topic and provide logical answers when given a case to analyze. The use of articles related to current issues on acids and bases can encourage students to be more enthusiastic about studying chemistry. Also, the TPS strategy requires students to demonstrate self-confidence during the learning process.

"The activity I did during the learning process was to listen to the presentation, to know and understand if it was later given a question by the group that makes a presentation." (Reflective journal of student 7, 3 March 2017)
Based on the data, better results were achieved in student self-management when studying in groups. Students could organize or plan jobs for the desired outcome during the learning process, and students felt a sense of responsibility to the group. Slavin in [13] stated that groups could influence student motivation and feelings towards learning.
Acikgoz in [14]  Group learning requires students to be more accepting of different opinions and to be more cooperative during the learning process so that optimal results for the group can be obtained. Based on the responses above, it appears that students were able to overcome group learning obstacles throughout the learning process. Acikgoz in [14] argues that one of the advantages of group learning is that it increases work responsibilities, and builds integrity and self-confidence.  According to [16], core competencies in every learning area is contained in KI-2 so that the learning process undertaken and the findings obtained are in line with the Government's desire to create 21 st -century learning that builds a social attitude of tolerance and respect for difference [15].

Social Awareness competencies include
caring about others and their environment.

"If my closest people consume carbonated drinks, I will tell them the adverse effects of the drink, and advise them not to take it excessively." (Worksheet of student 21, 3 February 2017)
At the conclusion of the learning process, a teacher would expect students to have excellent cognitive skills as well as good spiritual and social attitudes. Through group learning, students are able to care more about the group's ability to obtain a optimal score. Acikgoz in [14] states that one of the other advantages of group learning is that it increases student sensitivity and concern for their learning environment, which in this study is a group created by teachers using TPS.

d. Relationship Management
Relationship Management competencies can be problematic when cooperation, mutual assistance, and a positive attitude towards helping others who have difficulties are absent. Students' Relationship Management competencies in this study were analyzed based on their ability to relate to friends, how they engaged in cooperative learning and working together in groups, whether they assisted those in need, and how they overcame differences of opinion.

"I prefer a bunch of people who are wasted (not being liked) because I can motivate them to better." (Interview of student 7, 24 March 2017)
"When we get group assignments, we divide the task according to each member's ability so that all members can work properly " (Interview of student 1, 24 March 2017) The above response indicates that students can establish friend-ships and to cooperate and appreciate others better when in a group learning situation. They become more aware of others and can develop a shared group vision. Slavin in [14] states that in the process of group learning creates an atmosphere of cooperation and mutual respect towards the group so that the goals of group work are achieved [13]. Collaboration and mutual assistance is an expected learning competency in [16] where students are encouraged to socialize and cooperate in community activities.

how to consume it so that people can avoid the adverse impacts generated by cyanide. " (Worksheet of students 18, 29 March 2017)
According to the data, students already had an awareness of other's needs and a desire to assist those who needed help in learning activities and daily life. Slavin in [13] states that through the process of group learning, a sense of empathy and knowledge about the condition of the environment will be more developed.

e. Responsible Decision Making
Responsible decision making during learning is often hindered by a lack of student confidence in answering questions and completing tasks set by the teacher. A lack of responsibility, concern, and application during discussions can also lead to poor results in the study of chemical materials. Slavin in [13] states that in group learning, students develop an attitude of responsibility, providing opinions and answers to get the best results for the group [13]. By giving responsible answers, students begin to feel more valued by their classmates and teachers throughout the learning process.
"How to overcome the pH of tap water that is acidic by neutralizing the water using alkaline compounds, such as adding with lime that is alkaline " (Worksheet of student 12, 29 March 2017) "When debating, we appoint friends who are good at talking and try to refute the opinions of other groups with answers that are logical and in accordance with the theory." (Interview of student 17, 3 March 2017) The explanation above shows that students were able to solve problems through Students can use strategies to get the best results from completing group assignments. [13] states that in group learning, each group will work together through the learning process to develop the best strategy to get the best results. Students who are dominant in groups tend to be the more motivated students, and are able to influence other students to be motivated as well.

"I will reduce the level of soda in carbonation drinks because if I close the company, what about the fate of its workers, it is feared that there will be more unemployment in our country." (Worksheet of student 21, 3 February 2017)
From the results above, it appears that students were able to make decisions that could be accounted for, and they were able to provide answers that demonstrate an understand of the conditions of their environment.
The answers given by students provided an overview of the different perspectives students held and how they responded to problems such as the issue of carbonated drinks.
Students were able to be open-minded and answer questions responsibly and with integrity.
These results support the hypothesis that TPS learning can support character education as described in Permendikbud number 21 of 2016 regarding the expectation that the characteristics of integrity and responsibility will emerge from the learning process [2].
Acikgoz in [14] states that group learning can heighten a student's sense of responsibility in problem-solving activities because students feel they have to of their best in front of their peers and teachers during the learning process.
In undertaking chemistry learning that is conducted in groups using TPS, students are given scientific articles, and group assignments allow students' Social and

Suggestions
To align and support the aim of Curriculum 2013 to develop student character, the researchers anticipate that research on developing student attitudes in learning chemistry will continue to be developed. The