Hari Sutrisno

Learning independence is an important competence for university students, particularly in chemistry learning, where students are expected to manage complex learning tasks independently. However, its multidimensional structure requires further empirical validation within the higher-education chemistry context. This study aimed to develop and evaluate the psychometric properties of a Learning Independence instrument for university-level chemistry students. The instrument was developed through a systematic process of item construction, expert validation, exploratory factor analysis (EFA), first-order confirmatory factor analysis (CFA), and second-order CFA. Data were collected from 150 university students using a four-point Likert-scale instrument. EFA identified five dimensions of learning independence: self-regulation, internal motivation, responsibility, self-confidence, and initiative. The second-order CFA demonstrated an acceptable model fit (χ²/df = 1.392, RMSEA = 0.051, CFI = 0.928, TLI = 0.916, IFI = 0.930, and RMR = 0.043). The standardized loadings of the five dimensions on the higher-order construct were 0.87 for self-regulation, 0.47 for internal motivation, 0.92 for responsibility, 0.93 for self-confidence, and 0.04 for initiative. These findings indicate that learning independence is a multidimensional and hierarchical construct, with self-confidence, responsibility, and self-regulation showing the strongest relationships with the higher-order construct. However, the weak representation of Initiative indicates the need for further refinement and validation. The instrument provides a useful basis for assessing learning independence in university-level chemistry learning.

This study aimed to develop and validate a short-form instrument for assessing students’ learning independence in chemistry education among senior high school students using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). A quantitative survey was conducted involving 131 twelfth-grade science students from two public senior high schools in Sleman Regency, Indonesia, selected through random sampling. Data were collected using a 40-item questionnaire measured on a five-point Likert scale, with the items designed to assess students’ independence in managing, engaging in, and taking responsibility for their chemistry learning, and analyzed using EFA and CFA. The EFA, conducted using JASP version 0.95.4, identified a four-factor structure consisting of self-management, motivation, responsibility, and self-confidence and reduced the initial instrument to 34 items with factor loadings above 0.40. Subsequent CFA further refined the instrument into a parsimonious 14-item version with standardized factor loadings exceeding 0.50, indicating acceptable construct validity. Reliability analysis demonstrated acceptable construct reliability (CR > 0.60, ranging from 0.64 to 0.78). The average variance extracted (AVE) values ranged from 0.41 to 0.49, with self-management, motivation, and responsibility each obtaining an AVE value of 0.41, while self-confidence reached 0.49. Although these AVE values indicated marginal convergent validity, the constructs remained acceptable when evaluated alongside their adequate CR values. The findings suggest that the final 14-item instrument provides acceptable psychometric evidence and offers an empirically supported measure for assessing senior high school students’ learning independence in chemistry education, although further validation in broader chemistry-learning populations and educational settings is recommended

This research aims to develop and validate a new instrument for measuring chemistry teacher’s self-efficacy for differentiated instruction. Data was collected using developed questions based on a literature study. The data were analyzed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and correlational techniques based on responses from 156 chemistry teachers in Yogyakarta who participated in an offline and online survey. The findings from EFA, CFA, and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The high Cronbach’s coefficient alpha values show the instrument’s good internal consistency and reliability. We documented a valid and reliable chemistry teachers’ self-efficacy for differentiated instruction with six constructs consisting of 22 items by integrating the evidence from theory and data. The six-factor scale is named "efficacy in differentiating the learning process, efficacy in differentiating learning content, efficacy in differentiating learning products, efficacy in identifying student differences, efficacy in assessment, and efficacy in differentiating the learning environment". This instrument enriches the theoretical understanding of teacher self-efficacy in differentiated instruction by providing a domain-specific measurement model tailored for chemistry education. Practically, the scale offers teacher educators, policymakers, and professional development programs a diagnostic tool to identify teachers’ strengths and areas needing support, enabling more targeted training interventions to enhance differentiated instruction in classroom practice.

Penelitian ini bertujuan untuk mengembangkan instrumen kegigihan akademik peserta didik yang mempelajari mata pelajaran kimia pada materi titrasi asam basa. Penelitian ini merupakan Research and Development dengan subjek penelitian ini sebanyak 155 peserta didik kelas XI SMA di Tapung yang dipilih menggunakan teknik convenience sampling. Validitas isi instrumen dilakukan dengan koreksi oleh expert Judgement. Validitas konstruk dibuktikan dengan analisis Exploratory Factor Analysis (EFA) dan Confirmatory Factor Analysis (CFA). Estimasi reliabilitas dilakukan dengan menggunakan Cronbach’s Alpha, sedangkan kualitas butir item dianalisis menggunakan Item Response Theory (IRT). Instrumen terdiri dari 8 butir pernyataan yang valid secara konstruk (faktor loading ≥ 0,5) dan reliabel untuk mengukur kegigihan akademik peserta didik dengan nilai Cronbach’s Alpha >0,8. Artinya instrumen kegigihan akademik ini dapat membantu mengetahui tingkat kegigihan akademik siswa yang sejalan dengan tujuan SDGs dalam menciptakan generasi yang berdaya saing, berkarakter dan berkontribusi positif terhadap pembangunan berkelanjutan.

Improving student achievement is one of the most important components of learning, and it is influenced by several variables, including academic resilience, self-regulation, and students' perceptions. This study examined how high school academic resilience, self-regulation, and students' perceptions affect their academic achievement in chemistry classes. Even though chemistry is regarded as a crucial subject for learning, most students find it complicated, making it challenging to comprehend. This explains why students' academic achievement in chemistry is so low. Using cluster random sampling techniques, 791 students participating in chemistry classes formed the sample. The linear relationship model between academic resilience, self-regulation, student perceptions, and achievement in chemistry is examined in this research using the Structural Equation Modelling (SEM) method. The results indicate that chemical achievement correlates negatively with academic resilience, significantly positively with self-regulation, and negatively and insignificantly with student perception. To ensure that students in chemistry learn at their best, teachers should focus more on the qualities of their students and incorporate learning activities.

Academic achievement is often associated with cognitive ability; however, non-cognitive skills, such as grit, also play an important role in determining learning outcomes. Chemistry is a challenging subject because of the many abstract concepts that require perseverance and dedication to comprehend. This study aimed to examine the relationship between grit and students' cognitive achievement in chemistry learning at the secondary school level, as well as to evaluate the extent to which grit affects learning success. The method used was quantitative, with a survey approach of 200 students in class X in Pekanbaru, Indonesia. The research instruments consisted of a talent questionnaire and a multiple-choice test to measure cognitive chemistry achievement. The data were analyzed using the Pearson product-moment correlation technique after performing prerequisite tests, including normality and homogeneity tests. The results of the analysis showed a significant positive correlation between grit and cognitive achievement (p = 0.001 < 0.05), with a correlation coefficient of 0.234, which is classified as low. These findings indicate that students with higher grit levels tend to have better cognitive performance in chemistry learning, although other factors also play roles. In addition, this study is in line with the Sustainable Development Goal concerning Quality Education, particularly through its focus on the role of non-cognitive skills in learning.

This study investigates the relationship between self-regulation and chemistry aspirations, with academic resilience as a key mediator. The research aims to examine how academic resilience functions as a crucial intermediary between students' chemistry aspirations and their self-regulation. A survey method was employed to collect data from 733 science-major students, utilizing three closed-ended questionnaires. The data were analyzed using Structural Equation Modeling (SEM) to explore latent variable relationships. The findings indicate that chemistry aspirations are directly and significantly influenced by self-regulation, with academic resilience serving as a strong mediating factor. This study highlights the critical role of resilience and self-regulation in shaping students' chemistry aspirations, particularly in STEM subjects like chemistry. Practical implications are provided to enhance these qualities in educational settings.

The utilization of ICT in education could be further optimized due to the low self-efficacy of teachers. Teachers' years of teaching experience and the status of their schools have an influence on their ICT self-efficacy. This study aims to describe the differences in ICT self-efficacy among chemistry teachers based on their teaching experience and school status. This study used a quantitative approach with a cross-sectional survey method. The research was conducted in 31 high schools in Pekanbaru City and included a randomly selected sample of 50 chemistry teachers. The research instruments consisted of ICT self-efficacy questionnaires 14 items. ICT self-efficacy instrument declared valid and reliable using the Rasch model test. Additionally, interview data were employed to reinforce the findings from the questionnaire. The research questionnaire data underwent processing using analysis descriptive statistics and a two-way ANOVA test with SPSS. The results of the research show that there is a significant difference in the ICT self-efficacy of chemistry teachers based on the teacher's teaching experience with significance level of 0.005 and there is no difference the ICT self-efficacy of chemistry teachers based on school status with significance level of 0.783. The effect size test shows that the partial eta square value for the effect of teaching experience belongs to the high category while school status belongs to the low category.

Academic grit can be a student's rock-solid confidence to maintain focus and go on learning despite obstacles in the way of achieving their long-term goals. This investigation into points to develop an academic grit scale and determine the variables that underlie students' academic grit will help to construct a significant and reliable tool for measuring academic grit. Twelve questions that measure students' intellectual grit when thinking about chemistry make up the intended survey. 817 understudies were randomly selected from 13 different state-tall schools to participate in the test. Calculations for reliability, confirmatory factor analysis, exploratory factor analysis, and Cronbach alpha internal consistency coefficient were done in the process of constructing the scale. It has been shown that academic grit assessments are reliable and significant tools that can be used with high school students studying chemistry. The encouraging results demonstrate Three essential elements: diligence, constancy in studying, and learning focus. These findings also suggest that female students have greater perseverance in their studies than male students.

This study aims to provide information related to chemical teachers’ perceptions of chemical literacy, cognitive learning strategies, and self-efficacy in high This study aims to provide information related to chemical teachers’ perceptions of chemical literacy, cognitive learning strategies, and self-efficacy in high