ANALYSING THE LEVEL OF ORGANIC CHEMISTRY ANXIETY OF PRE-SERVICE EDUCATION STUDENTS

Munasprianto Ramli

Abstract


ANALISIS TINGKAT KECEMASAN KIMIA ORGANIK MAHASISWA PRA JASA PENDIDIKAN

Abstract

Several studies have reported that poor performance of organic chemistry among students has been attributed partly to organic chemistry anxiety. The purpose of this study is to investigate the level of organic chemistry anxiety among chemistry education students. Sequential explanatory mixed methods approach employed in the study. Due to COVID-19 Pandemic, 142 pre-service education students from four universities were chosen using the convenience sampling technique. The questionnaires were distributed to the participants using google form. This quantitative data generation was followed by a semi-structured interview with 2 students from each university. Quantitative data gathered were analyzed using descriptive statistics meanwhile qualitative data from interviews were analyzed using thematic analysis. The results show that 5.63% of students have low anxiety, 81.69% of students have moderate anxiety levels, while 12.68% of students have high anxiety levels.  On average the anxiety level of chemistry education students is at a moderate level with a score was 62. According to students, this anxiety was influenced by the complexity of organic chemistry lesson materials, lecturer strategies in teaching organic chemistry, and their previous knowledge of chemistry. Further study should be carried out to analyze the factors that influence students’ anxiety.

Abstrak

Sejumlah penelitian telah melaporkan bahwa buruknya performa mahasiswa pada mata kuliah kimia organik berkaitan dengan kecemasan mereka terhadap kimia organik. Tujuan dari penelitian ini adalah untuk mengetahui tingkat kecemasan mahasiwa Pendidikan Kimia  terhadap perkuliahan Kimia Organik. Pendekatan metode campuran eksplanatori sekuensial digunakan dalam penelitian ini. Akibat Pandemi COVID-19, sebanyak 142 mahasiswa Pendidikan kimia dari empat universitas dengan menggunakan teknik convenience sampling. Kuisioner dibagikan kepada peserta menggunakan google form. Penyebaran kuesioner ini dilanjutkan dengan wawancara semi struktur dengan 2 mahasiswa dari masing-masing universitas. Data kuantitatif yang terkumpul dianalisis menggunakan statistik deskriptif sedangkan data kualitatif dari wawancara dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan 5,63% siswa memiliki tingkat kecemasan rendah, 81,69% siswa memiliki tingkat kecemasan sedang, sedangkan 12,68% siswa memiliki tingkat kecemasan tinggi. Rata-rata tingkat kecemasan mahasiswa pendidikan kimia berada pada tingkat sedang dengan skor 62. Menurut mahasiswa, kecemasan ini dipengaruhi oleh kompleksitas materi pelajaran kimia organik, strategi dosen dalam pembelajaran kimia organik dan pengetahuan sebelumnya tentang kimia. Studi lebih dapat dilakukan untuk menganalisis faktor-faktor yang mempengaruhi kecemasan siswa.

 


Keywords


Science anxiety; organic chemistry; organic chemistry anxiety; chemistry education; pre-service education; Kecemasan terhadap sains; kimia organik; kecemasan terhadap kimia organik; pendidikan kimia; pedidikan guru

Full Text:

PDF

References


Alkan, F. (2017). Analyzing the Relationship Between Chemistry Motivation With Chemistry Laboratory Anxiety Through Structural Equation Modeling. 1(December), 83–89.

Anderson, T. L., & Bodner, G. M. (2008). What can we do about “Parker”? A case study of a good student who didn’t “get” organic chemistry. Chemistry Education Research and Practice, 9(2), 93–101. https://doi.org/10.1039/b806223b

Aydogdu, C. (2017). The Effect of Chemistry Laboratory Activities on students’ Chemistry Perception and Laboratory Anxiety Levels. International Journal of Progressive Education, 13(2), 85–94.

Creswell, J. W. (2009). Research design : qualitative, quantitative, and mixed methods approaches / 3rd ed Chapter 1 : Selection of a research design. In Research Design Qualititative Quantitative and Mixed Methods Approaches.

Eddy, R. M. (2000). Chemophobia in the College Classroom: Extent, Sources, and Student Characteristics. Journal of Chemical Education, 77(4), 514–517. https://doi.org/10.1021/ed077p514

Ellis, J. W. (1994). The forum: How are we going to teach organic if the task force has its way? - Some observations of an organic professor. Journal of Chemical Education, 71(5), 399–403. https://doi.org/10.1021/ed071p399

Ferguson, R., & Bodner, G. M. (2008). Making sense of the arrow-pushing formalism among chemistry majors enrolled in organic chemistry. Chemistry Education Research and Practice, 9(2), 102–113. https://doi.org/10.1039/b806225k

Johnstone, A. H. (2006). Chemical education research in Glasgow in perspective. Chemistry Education Research and Practice, 7(2), 49–63. https://doi.org/10.1039/B5RP90021B

Kurbanoglu, N. İ., & Akin, A. (2015). Development of a scale to measure organic chemistry anxiety level of university students. Journal of Baltic Science Education, 14(3), 391–400.

Kurbanoglu, N. I., & Akin, A. (2012). The relationships between university students’ organic chemistry anxiety, chemistry attitudes, and self-eficacy: A structural equation model. Journal of Baltic Science Education, 11(4), 347–356.

Lopez, E., Kim, J., Nandagopal, K., Cardin, N., Shavelson, R. J., & Penn, J. H. (2011). Validating the use of concept-mapping as a diagnostic assessment tool in organic chemistry: Implications for teaching. Chemistry Education Research and Practice, 12(2), 133–141. https://doi.org/10.1039/c1rp90018h

Mahajan, D. S., & Singh, G. S. (2005). University Students’ Performance In Organic Chemistry At Undergraduate Level: Perception of Instructors From Universities In The Sadc Region. Chemistry, 14(1), 25–36.

Mason, J. (2002). Qualitative Researching 2nd Edition. In Qualitative Research Book. https://doi.org/10.1159/000105503

McCarthy, W. C., & Widanski, B. B. (2009). Assessment of chemistry anxiety in a two-year college. Journal of Chemical Education, 86(12), 1447–1449. https://doi.org/10.1021/ed086p1447

O’Dwyer, A., & Childs, P. (2015). Organic Chemistry in Action! What Is the Reaction? Journal of Chemical Education, 92(7), 1159–1170. https://doi.org/10.1021/ed5006163

O’Dwyer, A., & Childs, P. E. (2017). Who says organic chemistry is difficult? Exploring perspectives and perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3599–3620. https://doi.org/10.12973/eurasia.2017.00748a

Ramli, M. (2015). Science Educators Attitudes Toward the New Thematic Integrated Curriculum in Indonesia. Edusains, 6(1), 73–86. https://doi.org/10.15408/es.v6i1.1102

Taagepera, M., & Noori, S. (2000). Mapping Students’ Thinking Patterns in Learning Organic Chemistry by the Use of Knowledge Space Theory. Journal of Chemical Education, 77(9), 1224–1229. https://doi.org/10.1021/ed077p1224

Turner, R. C., & Lindsay, H. A. (2003). Gender differences in cognitive and noncognitive factors related to achievement in organic chemistry. Journal of Chemical Education, 80(5), 563–568. https://doi.org/10.1021/ed080p563.




DOI: https://doi.org/10.15408/es.v12i2.17504 Abstract - 0 PDF - 0

Refbacks

  • There are currently no refbacks.




This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0).

EDUSAINS.  P-ISSN:1979-7281
;E-ISSN:2443-1281

 Web Analytics Made Easy - StatCounterView My Stats