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Ifan Rivaldo
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences 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 Hulu, Joseph Rezeki; Rivaldo, Ifan; Yerimadesi, Yerimadesi; Hasanah, Afifah Nur; Sahalina, Dwinita
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.
Co-Authors Alaa Ameen Muhammad Saeed Aledressi Alusti Cundo Manik Alusti Cundo Manik Andromeda Andromeda Annisa Khairani Putri Burhan, Kristian Dedi Satria Desy Kurniawati Faizah Qurrata Aini Fitri Amelia Hari Sutrisno Hasanah, Afifah Nur Hulu, Joseph Rezeki Iryani Iryani Iswendi iswendi iswendi iswendi Laksminawati Yunaz Lillah Fitri Maida, Margarita Claudya Marla Ma'firah Mawardi Mawardi Mawardi Mawardi Nadia Julianti Nofri Yuhelman Nurhawilis Nurhawilis Parbuntari, Hesty Sahalina, Dwinita Sazaliana, Ade Suryani, Okta Widya, Nurul Yerimadesi Yosi Juwita Erman Zonalia Fitriza Zulfani, Elga