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All Journal Journal of Learning Improvement and Lesson Study SEARCH: Science Education Research
Ifan Rivaldo
Universitas Negeri Padang
Education Other

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The Relationship between Academic Persistence and Student Achievement in Chemistry and Its Implications for Curriculum Development: Hubungan Kegigihan Akademik dengan Prestasi Mahasiswa Kimia dan Implikasinya terhadap Pengembangan Kurikulum Joseph Rezeki Hulu; Ifan Rivaldo; Yerimadesi Yerimadesi; Afifah Nur Hasanah; Dwinita Sahalina
SEARCH: Science Education Research Journal Vol. 4 No. 2 (2026): April 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v4i2.2836

Abstract

Student achievement is an important indicator in assessing the quality of higher education, but this achievement still shows significant variation, indicating the influence of internal student factors. One non-cognitive factor suspected to play a role is academic persistence, namely the ability to maintain effort and consistency in achieving long-term goals. This study aims to analyze the relationship between academic persistence and student achievement and its implications for curriculum development. The study used a quantitative approach with a survey. Participants were 192 undergraduate students in Chemistry Education and Chemistry Science at Padang State University, selected using stratified random sampling. Data were collected using a Likert-scale questionnaire to measure academic persistence and documented GPA as an indicator of achievement. Data analysis included validity, reliability, and normality tests, as well as Pearson correlation and simple linear regression. The results showed that the instrument had good validity and high reliability, with a Cronbach's Alpha value of 0.784. The normality test indicated that the data were normally distributed (p = 0.071). The results of the correlation analysis indicate a strong and significant positive relationship between academic persistence and student achievement (r = 0.780; p < 0.05). The regression results show a coefficient of determination (R²) of 0.609, which means that academic persistence contributes 60.9% to the variation in student achievement. This finding indicates that the higher the academic persistence, the higher the student achievement. The implications of this study emphasize integrating non-cognitive character strengthening into curriculum development. This can be realized through Project-Based Learning, process-based assessment, lecturers as facilitators providing constructive feedback, and supporting programs such as growth mindset training, academic mentoring, and stress management to produce graduates who are academically strong and resilient.
The Use of Artificial Intelligence (AI) in Chemistry Education: Exploring The Influence Of Curriculum Structure Margarita Claudya Maida; Ifan Rivaldo; Nurhamida Anar; Putri Permatasari
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.229

Abstract

The integration of Artificial Intelligence (AI) in higher education has not been accompanied by in-depth studies examining curriculum structure as a moderating factor in its adoption patterns. This survey-based descriptive quantitative study explored the utilization of AI among chemistry students and correlated it with curriculum characteristics across different student cohorts. Using purposive sampling technique, this research involved 162 students from the Department of Chemistry at Universitas Negeri Padang of the year 2021-2025. Questionnaire data were analyzed using descriptive statistics and cross-tabulation. The findings confirmed the total adoption (100%) of AI among all participants, with usage intensity dominated by occasional and frequent categories. ChatGPT emerged as the most dominant platform, followed by Perplexity AI and Google Gemini. This research revealed a functional differentiation of AI across curriculum stages. Early-year students relied on AI for understanding abstract concepts, whereas final-year students used AI predominantly for research support, reflecting different cognitive and academic demands.
Co-Authors Afifah Nur Hasanah Dwinita Sahalina Joseph Rezeki Hulu Margarita Claudya Maida Nurhamida Anar Putri Permatasari Yerimadesi