<![CDATA[This research aims to analyze factors that support and hinder chemistry learning on atomic structure material in class XI(C). research method used is a qualitative descriptive method by describing the data obtained from test results and correlating them with IQ, aptitude, and interest tests. techniques used for data collection are observation, interviews, test questions, and documentation.Test instrument consists 42 items form multiple-choice questions that are arranged based on content validity and have been validated by experts.results obtained show that students with high IQ will also achieve high learning outcomes, namely, those with an IQ 126 achieve a learning result 95, and about 5.4% students with an IQ 117 achieve a learning result 85. Conversely, those with low intelligence will have low learning outcomes, as evidenced by 8.2% students having an IQ 62. having an IQ 62. Obtaining learning outcomes scores ranging from 54 to 58, despite some deviations, indicates that an increase in students' intelligence levels will always be accompanied by increase in learning outcomes.Talent affecting students' learning outcomes, namely scholastic talent, shows average score 17.5 learning outcomes 83, abstract thinking has average score 45 and achieves learning outcomes 83, and clerical speed accuracy has average score 42.5 with learning outcomes 83, while talents that hinder learning scholastic talent, abstract thinking,clerical speed and accuracy, as these will result in low ability scores low learning outcomes if their talent levels are low. Interest needed for learning chemistry on the topic atomic structure includes a science interest and a personal social interest.]]>
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