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INDONESIA
Eduscience Development Journal (EDJ)
Published by Universitas Mahaputra Muhammad Yamin
ISSN : 26558815     EISSN : 26561875     DOI : https://doi.org/10.36665/edj.v1i1
Core Subject : Science, Education, Agriculture, Engineering,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics
Eduscience Development Journal (EDJ) adalah sebuah sarana untuk mempublikasikan hasil penelitian dan artikel dalam bidang IPA dan Pendidikan bagi mahasiswa, guru, dosen, peneliti dan praktisi di bidang IPA (Biologi, Kimia, Fisika, Geografi, Astronomi), Sains Terapan.
Arjuna Subject : Ilmu Pertanian dan Biologi (Semua) - Ilmu Pertanian dan Biologi (Lain-Lain)
Articles 1 Documents
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Search results for , issue "Vol. 7 No. 1 (2025): Eduscience Development Journal (EDJ)" : 1 Documents clear
Apakah Kimia Sulit? Persepsi Siswa SMA di Indonesia terhadap Kimia afrahamiryano, afrahamiryano; Horiza, Hevi; Yora, Muharama
Eduscience Development Journal Vol. 7 No. 1 (2025): Eduscience Development Journal (EDJ)
Publisher : Pendidikan Biologi FKIP UMMY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/edj.v7i1.741

Abstract

This study aims to determine the perception of high school students in Indonesia towards chemistry, as well as to see the relationship between learning difficulties with interest, motivation, and teacher factors. The survey was conducted online with a google form with a cross-sectional survey design and snowball sampling technique. The number of respondents involved in this survey was 412 respondents. The results of the analysis showed that chemistry is included in the difficult category with an average percentage of 65.30%. However, when viewed from the aspect of interest, chemistry is a subject of interest with an average percentage of 71.02%. Furthermore, in terms of motivation, it can be seen that students are quite motivated to learn chemistry with an average percentage of 53.84% and in terms of teachers, it can be seen that teacher factors influence students' perceptions of chemistry with an average percentage of 52.80%. The results of the correlation analysis of the four aspects observed obtained information that there was no relationship between learning difficulties in chemistry with interest, motivation, and teacher factors. However, there is a positive relationship between interest in chemistry with learning motivation, and motivation to learn chemistry with teacher factors. So it can be concluded that although chemistry is considered a difficult subject, it is still in demand by students.

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