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All Journal Chemistry Education Practice
Herdini Herdini
Program Studi Pendidikan Kimia, Universitas Riau, Pekanbaru, Riau
Education

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Pengaruh Regulasi Diri Dan Motivasi Belajar Terhadap Hasil Belajar Peserta Didik Pada Mata Pelajaran Kimia Kelas X SMA Negeri 1 Lirik Aulia Dinda Widi Andini; Jimmy Copriadi; Herdini Herdini
Chemistry Education Practice Vol. 8 No. 2 (2025): Edisi November
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v8i2.9410

Abstract

This study aims to determine the effect of self-regulation and learning motivation on Chemistry learning outcomes of class X students at SMA Negeri 1 Lirik. This research uses a quantitative approach with descriptive methods. The sample in this study amounted to 176 students who were taken through total sampling technique. The instruments used are questionnaires of self-regulation and learning motivation, as well as documentation of Chemistry learning outcomes that have been validated both theoretically and empirically. Data analysis techniques include descriptive statistics, simple linear regression tests, and multiple linear regression processed using SPSS. The results of the analysis show that self-regulation has a significant influence on Chemistry learning outcomes, although its contribution is smaller than learning motivation. Learning motivation has a more dominant positive and significant influence on students' Chemistry learning outcomes. Simultaneously, self-regulation and learning motivation together contribute 15.8% to the variation in Chemistry learning outcomes, while the remaining 84.2% is influenced by other factors outside this study. The conclusion of this study is that self-regulation and learning motivation are important factors in supporting students' academic achievement, so they need to be developed continuously through appropriate learning strategies in schools.
Pengaruh Kecerdasan Interpersonal Dan Kemandirian Belajar Terhadap Hasil Belajar Kimia Peserta Didik Di Kelas X SMAN 15 Pekanbaru Wiren Arta Melani; Herdini Herdini; Putri Adita Wulandari
Chemistry Education Practice Vol. 8 No. 2 (2025): Edisi November
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v8i2.9428

Abstract

This study aims to determine the influence of interpersonal intelligence and learning independence on students' chemistry learning outcomes in grade X of SMA/MA or equivalent. This research employed a quantitative approach using a survey method. The sample consisted of 152 grade X students from SMA Negeri 15 Pekanbaru. The instruments used were questionnaires and documentation of students’ chemistry learning scores. Data analysis techniques included descriptive statistics, correlation tests, and multiple linear regression, assisted by SPSS version 25. The results showed that interpersonal intelligence had a significant effect on learning outcomes with a significance value of 0.042 (<0.05), contributing 34%. Learning independence also had a significant effect on learning outcomes with a significance value of 0.025 (<0.05), contributing 58%. Simultaneously, interpersonal intelligence and learning independence had a positive and significant influence on students’ chemistry learning outcomes, with a combined contribution of 58.1%. The conclusion of this study is that interpersonal intelligence and learning independence are two crucial factors that support students' success in chemistry learning.
Co-Authors Aulia Dinda Widi Andini Jimmy Copriadi Putri Adita Wulandari Wiren Arta Melani