Desfi Annisa

This study aims to develop and examine the validity and reliability of an instrument designed to assess students’ self-concept using an exploratory factor analysis (EFA) approach. A quantitative survey was conducted with 120 high school students in Pekanbaru, Indonesia, using a 12-item Likert-scale instrument. Content validity was established using Aiken’s V, with all items exceeding 0.80. Construct validity was examined through EFA. The Kaiser-Meyer-Olkin (KMO) value was 0.752, and Bartlett’s test was significant (p < 0.001), indicating data suitability. The analysis identified three factors: self-appearance, chemical knowledge, and evaluation of chemistry learning experience explaining 54.7% of total variance, with loadings above 0.30. The instrument showed good reliability (Cronbach’s alpha = 0.806). These findings indicate that the instrument is valid and reliable for assessing students’ self-concept in chemistry learning.

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.

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.