Chemistry Motivation of High School Students in Indonesia: Grade Level and Gender Differences

Authors

Tsamara Salsabila , Suyanta , Nur Huda

DOI:

10.29303/jppipa.v9i12.6071

Published:

2023-12-20

Issue:

Vol. 9 No. 12 (2023): December

Keywords:

Chemistry motivation questionnaire, Gender difference, Grade level, Learning motivation

Research Articles

Downloads

How to Cite

Salsabila, T., Suyanta, & Huda, N. (2023). Chemistry Motivation of High School Students in Indonesia: Grade Level and Gender Differences. Jurnal Penelitian Pendidikan IPA, 9(12), 10845–10852. https://doi.org/10.29303/jppipa.v9i12.6071
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Chemistry motivation is one of the research topics that continues to grow today. This study aims to explore the chemistry learning motivation of high school students in Indonesia with a focus on differences based on gender and student grade. The research method used was a cross-sectional survey using an adapted questionnaire from the Chemistry Motivation Questionnaire II (CMQ II). The research sample consisted of 753 high school students from 9 schools in Yogyakarta and Bengkulu. The results of the validity and reliability analysis of the instrument showed that the CMQ II questionnaire used in this study was valid and reliable. The five dimensions of chemistry learning motivation measured through 25 question items are intrinsic motivation, self-efficacy, self-determination, career motivation, and grade motivation. The two-way ANOVA test was used to analyze significant differences in students' chemistry learning motivation based on gender and grade between populations. The results of quantitative data analysis also show that the interaction between gender and class has a significant difference with a significance level of 0.003, which means that there is a significant difference in students' chemistry motivation based on gender and class.

References

Abdullah, N., Khaldun, I., & Musman, M. (2021). The Influence of Pocketbook To Improve Student Learning Outcomes And Motivation On Electron Configuration Material. Jurnal Penelitian Pendidikan Ipa, 7(3), Article 3. https://doi.org/10.29303/jppipa.v7i3.647

Ardura, D., & Pérez-Bitrián, A. (2018). The Effect Of Motivation On The Choice Of Chemistry In Secondary Schools: Adaptation And Validation Of The Science Motivation Questionnaire Ii To Spanish Students. Chemistry Education Research And Practice, 19. https://doi.org/10.1039/c8rp00098k

Austin, A. C., Hammond, N. B., Barrows, N., Gould, D. L., & Gould, I. R. (2018). Relating Motivation And Student Outcomes In General Organic Chemistry. Chemistry Education Research And Practice, 19(1), 331–341. https://doi.org/10.1039/c7rp00182g

Azwar, S. (2004). Reliabilitas Dan Validitas Edisi 4 (4th Ed.). Pustaka Pelajar. Retrieved from https://inlislite.uin-suska.ac.id/opac/detail-opac?id=1829

Bandura, A. (2002). Social Cognitive Theory In Cultural Context. Applied Psychology, 51(2), 269–290. https://doi.org/10.1111/1464-0597.00092

Behmke, D., Kerven, D., Lutz, R., Paredes, J., Pennington, R., Brannock, E., Deiters, M., Rose, J., & Stevens, K. (2018). Augmented Reality Chemistry: Transforming 2-D Molecular Representations Into Interactive 3-D Structures. Proceedings of the Interdisciplinary Stem Teaching and Learning Conference, 2. https://doi.org/10.20429/stem.2018.020103

Berg, A., Orraryd, D., Pettersson, A. J., & Hultén, M. (2019). Representational Challenges In Animated Chemistry: Self-Generated Animations As A Means To Encourage Students’ Reflections On Sub-Micro Processes In Laboratory Exercises. Chemistry Education Research And Practice, 20(4), 710–737. https://doi.org/10.1039/c8rp00288f

Cardellini, L. (2012). Chemistry: Why the Subject Is Difficult? Educación Química, 23, 305–310. https://doi.org/10.1016/s0187-893x(17)30158-1

Creswell, J. W. (2012). Educational Research: Planning, Conducting, And Evaluating Quantitative And Qualitative Research (4th Ed). Pearson.

Dani, R., Murniati, M., & Evendi, E. (2021). Application Of The Guided Inquiry Model To Improve Student’s Motivation And Creativity. Jurnal Penelitian Pendidikan IPA, 7(4). https://doi.org/10.29303/jppipa.v7i4.783

Dini, A., Rahmatan, H., Muhibbudin, Nurmaliah, C., & Safrida. (2023). Application Of The E-Module Combined With The Guided Inquiry Learning Model To Increase Student Motivation And Learning Outcomes On The Structure And Function Of Plant Tissues. Jurnal Penelitian Pendidikan Ipa, 9(6). https://doi.org/10.29303/jppipa.v9i6.3857

Dwyer, A. O., & Childs, P. E. (2017). Who Says Organic Chemistry Is Difficult? Exploring Perspectives And Perceptions. Eurasia Journal Of Mathematics, Science And Technology Education, 13(7), 3599–3620. https://doi.org/10.12973/eurasia.2017.00748a

Ghozali, I. (2018). Aplikasi Analisis Multivariate Dengan Program Ibm Spss 25 Edisi Ke-9. Universitas Diponegoro.

Glynn, S., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science Motivation Questionnaire Ii: Validation With Science Majors And Nonscience Majors. Journal of Research In Science Teaching, 48, 1159–1176. https://doi.org/10.1002/tea.20442

Hair, J. F. (2010). Multivariate Data Analysis (7th Ed). Prentice Hall.

Hidayati, L. N., Utami, R., Wiyarsi, A., & Ikhsan, J. (2022). Analysis Students’ Learning Motivation On The Implementation Of Direct Instruction Learning Model. Jurnal Penelitian Pendidikan Ipa, 8(5), Article 5. https://doi.org/10.29303/jppipa.v8i5.2090

Hsieh, T.-L. (2014). Motivation Matters? The Relationship Among Different Types Of Learning Motivation, Engagement Behaviors And Learning Outcomes Of Undergraduate Students In Taiwan. Higher Education, 68, 417–433. https://doi.org/10.1007/s10734-014-9720-6

Hu, L., & Bentler, P. M. (1999). Cutoff Criteria For Fit Indexes In Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

Huda, N., & Rohaeti, E. (2023). The Factors That Influence the Motivation To Learn Chemistry Of Upper-Secondary School Students In Indonesia. Journal Of Baltic Science Education, 22(4), 615–630. https://doi.org/10.33225/jbse/23.22.615

Huda, N., Rohaeti, E., & Ikhsan, J. (2023). Investigating The Attitudes of Chemistry Students Towards Blended Learning: A Survey Cross Sectional. Jurnal Penelitian Pendidikan Ipa, 9(4). https://doi.org/10.29303/jppipa.v9i4.2784

Lai, A.-F., Chen, C.-H., & Lee, G.-Y. (2018). An Augmented Reality-Based Learning Approach To Enhancing Students’ Science Reading Performances From The Perspective Of The Cognitive Load Theory. British Journal of Educational Technology, 50. https://doi.org/10.1111/bjet.12716

Lestari, C. A., & Maharani, E. T. W. (2019). Analisis Kompetensi Profesional Guru Kimia Terhadap Motivasi Belajar Siswa. Edusaintek, 3(0). Retrieved from https://prosiding.unimus.ac.id/index.php/edusaintek/article/view/273

Marpaung, E. E. A. (2021). Hubungan Motivasi Belajar Dan Kondisi Fasilitas Belajar Dengan Prestasi Belajar Dalam Pembelajaran Daring Studi Kasus: Mahasiswa Pendidikan Ekonomi Bkk Pendidikan Akuntansi Universitas Sanata Dharma [Skripsi, Sanata Dharma University]. Retrieved from https://repository.usd.ac.id/40830/

Molnár, G., & Hermann, Z. (2023). Short- And Long-Term Effects Of Covid-Related Kindergarten And School Closures On First- To Eighth-Grade Students’ School Readiness Skills And Mathematics, Reading And Science Learning. Learning And Instruction, 83, 101706. https://doi.org/10.1016/j.learninstruc.2022.101706

Mulyatun. (2013). Laboratorium Kimia Virtual: Alternatif Pembelajaran Kimia Untuk Meningkatkan Hasil Belajar Mahasiswa Tadris Kimia Iain Walisongo Semarang. Jurnal Inovasi Pendidikan Kimia, 7(1). https://doi.org/10.15294/jipk.v7i1.4403

Palittin, I., Wolo, W., & Purwanty, R. (2019). Hubungan Motivasi Belajar Dengan Hasil Belajar Fisika. Magistra: Jurnal Keguruan Dan Ilmu Pendidikan, 6, 101–109. https://doi.org/10.35724/magistra.v6i2.1801

Prasetyo, Y. D., Yektyastuti, R., Ikhsan, J., & Sugiyarto, K. H. (2015). Pengaruh penggunaan media pembelajaran kimia berbasis android terhadap peningkatan motivasi belajar siswa SMA. In Prosiding SNPS (Seminar Nasional Pendidikan Sains) (Vol. 2, pp. 252-258). Retrieved from https://jurnal.fkip.uns.ac.id/index.php/snps/article/view/7978

Rahman, S. (2022, January). Pentingnya motivasi belajar dalam meningkatkan hasil belajar. In Prosiding Seminar Nasional Pendidikan Dasar. Retrieved from https://ejurnal.pps.ung.ac.id/index.php/psnpd/article/view/1076

Rahmayanti, F., Irmagita, A., Wardhany, I. I., & Gunawan, B. (2020). Measurement Of Oral Medicine Learning Motivation In Dental Students Using Indonesian Version Of Science Motivation Questionnaire Ii (Smq-Ii). Pesquisa Brasileira Em Odontopediatria E Clínica Integrada, 20, E5486. https://doi.org/10.1590/pboci.2020.136

Rincón Flores, E. G., Ramírez-Montoya, M.-S., & Mena, J. (2016). Challenge-based gamification and its impact in teaching mathematical modeling. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 771-776). https://doi.org/10.1145/3012430.3012605

Romandona, D. D., & Adila, D. (2020). Analisis Kemampuan Berpikir Kritis Siswa Sma Pada Materi Gerak Harmonik Sederhana. Schrödinger: Journal of Physics Education, 1(2). https://doi.org/10.37251/sjpe.v1i2.69

Sahito, Z., & Väisänen, P. (2019). Teachers’ Job Satisfaction In Developing Countries: A Literature Review. European Journal Of Cultural Studies, 5, 769–793. http://dx.doi.org/10.1002/rev3.3159

Salta, K., & Koulougliotis, D. (2015). Assessing Motivation To Learn Chemistry: Adaptation And Validation Of Science Motivation Questionnaire Ii With Greek Secondary School Students. Chemistry Education Research And Practice, 16(2), 237–250. https://doi.org/10.1039/c4rp00196f

Salta, K., & Koulougliotis, D. (2022). Exploring Factors That Affect Undergraduate Students’ Motivation To Learn Chemistry And Physics. Journal Of Baltic Science Education, 21(6a), 1191–1204. https://doi.org/10.33225/jbse/22.21.1191

Sari, M. J., & Paidi. (2023). Analysis Of Students’ Learning Motivation Using Guided Inquiry Learning Model. Jurnal Penelitian Pendidikan Ipa, 9(8). https://doi.org/10.29303/jppipa.v9i8.4366

Sirait, J. (2023). Development And Validation Of Physics Learning Motivation Survey (Plms) Using Rasch Analysis. Jurnal Penelitian Pendidikan Ipa, 9(5). https://doi.org/10.29303/jppipa.v9i5.3481

SlapniÄar, M., Tompa, V., Glažar, S., & Devetak, I. (2018). Fourteen-Year-Old Students’ Misconceptions Regarding The Sub-Micro And Symbolic Levels Of Specific Chemical Concepts. Journal Of Baltic Science Education, 17, 620–632. https://doi.org/10.33225/jbse/18.17.620

Souza, R. T. M. P. De, Silva, M. Dos S. B. Da, Barbato, D. M. L., Guzzi, M. E. R. De, & Kasseboehmer, A. C. (2022). Motivation To Learn Chemistry: A Thorough Analysis Of The Cmq-Ii Within The Brazilian Context. Chemistry Education Research And Practice, 23(4), 799–810. https://doi.org/10.1039/d2rp00107a

Stroumpouli, C., & Tsaparlis, G. (2022). Chemistry Students’ Conceptual Difficulties And Problem Solving Behavior In Chemical Kinetics, As A Component Of An Introductory Physical Chemistry Course. Chemistry Teacher International, 4(3), 279–296. https://doi.org/10.1515/cti-2022-0005

Sugiharti, S., & Sugandi, M. K. (2020). Laboratorium virtual: media praktikum online untuk meningkatkan pemahaman siswa di masa pandemi. In Prosiding Seminar Nasional Pendidikan (Vol. 2, pp. 45-51). Retrieved from https://prosiding.unma.ac.id/index.php/semnasfkip/article/view/299

Sung, H.-Y., Hwang, G.-J., & Chen, S.-F. (2018). Effects Of Embedding A Problem-Posing-Based Learning Guiding Strategy Into Interactive E-Books On Students’ Learning Performance And Higher Order Thinking Tendency. Interactive Learning Environments, 27, 1–13. https://doi.org/10.1080/10494820.2018.1474235

Susilawati, A., Yusrizal, Y., Halim, A., Syukri, M., Khaldun, I., & Susanna, S. (2022). The Effect Of Using Physics Education Technology (Phet) Simulation Media To Enhance Students’ Motivation And Problem-Solving Skills In Learning Physics. Jurnal Penelitian Pendidikan Ipa, 8(3). https://doi.org/10.29303/jppipa.v8i3.1571

Tokan, M. K., & Imakulata, M. M. (2019). The Effect Of Motivation And Learning Behaviour On Student Achievement. South African Journal Of Education, 39(1). https://doi.org/10.4314/saje.v39i1

Vedderâ€Weiss, D., & Fortus, D. (2012). Adolescents’ Declining Motivation To Learn Science: A Followâ€Up Study. Journal Of Research In Science Teaching, 49, 1057–1095. https://doi.org/10.1002/tea.21049

Visser, T., Maaswinkel, T., Coenders, F., & Mckenney, S. (2018). Writing Prompts Help Improve Expression Of Conceptual Understanding In Chemistry. Journal Of Chemical Education, 95. https://doi.org/10.1021/acs.jchemed.7b00798

Xu, W., Zhang, H., Sukjairungwattana, P., & Wang, T. (2022). The Roles Of Motivation, Anxiety And Learning Strategies In Online Chinese Learning Among Thai Learners Of Chinese As A Foreign Language. Frontiers In Psychology, 13, 962492. https://doi.org/10.3389/fpsyg.2022.962492

Yuliana, Y., Hala, Y., & Taiyeb, A. M. (2017). Efektifitas Penggunaan Laboratorium Terhadap Motivasi Dan Hasil Belajar Ipa Peserta Didik Smpn 3 Palakka Kabupaten Bone. Jurnal Nalar Pendidikan, 5(1). https://doi.org/10.26858/jnp.v5i1.3278

Zhang, J., & Zhou, Q. (2023). Chinese Chemistry Motivation Questionnaire Ii: Adaptation And Validation Of The Science Motivation Questionnaire Ii In High School Students. Chemistry Education Research And Practice, 24(1), 369–383. https://doi.org/10.1039/d2rp00243d

Author Biographies

Tsamara Salsabila, Universitas Negeri Yogyakarta

Suyanta, Universitas Negeri Yogyakarta

Nur Huda, Universitas Negeri Yogyakarta

License

Copyright (c) 2023 Tsamara Salsabila, Suyanta, Nur Huda

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).