Article

Method The Influence of Self-Efficacy and Learning Independence of Students on

Chemistry Learning Achievement: Case Study State of 10th Grade Senior High

School in Public High School 15 Pekanbaru

Ayu Rahmawati Putri¹, Lenny Anwar^2*, Rasmiwetti³, Yesi Nursofia⁴

^1,2,3Faculty of Teacher Training and Education, Chemical Education, University of Riau, Pekanbaru-

28293, Indonesia

⁴College of Pharmacy, Taipe Medical University, No. 291, New Taipei City 23561, Taiwan

Abstract

Self-efficacy and learning independence are important factors in improving chemistry learning

achievement and these factors must be mastered by students. This study aims to determine the effect

of self-efficacy and learning independence on chemistry learning achievement partially or

simultaneously. This type of research is a survey-research with a quantitative approach. The data

collection methods for this study are questionnaires and documentation. The self-efficacy and learning

independence questionnaires used were 21 questions after being validated. The questionnaires were

distributed to all samples of 119 students taken using the simple random sampling technique.

Documentation was used to collect data on chemistry learning achievement scores. Data analysis used

in this study was multiple linear regression analysis. The results of the study showed (1) There is a positive

and significant effect of self-efficacy partially on chemistry learning achievement, (2) there is a positive

and significant effect of learning independence on learning achievement, (3) There is a positive and

significant effect between self-efficacy and learning independence simultaneously on chemistry learning

achievement.

Keywords: Learning Achievement, Learning Independence, Self-Efficacy

Graphical Abstract

*

Corresponding author

Email addresses: lenny.anwar@lecturer.unri.ac.id

DOI: https://doi.org/10.22437/chp.v8i1.32867

Received April 29^th2024; Accepted June 29^th2024; Available online June 30^th2024

(https://creativecommons.org/licenses/by/4.0 )

42

Chempublish Journal, 8(1) 2024, 43-51

Introduction

Individuals who have high self-efficacy tend to

choose more challenging jobs, complete many

tasks, do not give up easily so that they get good

academic results. While individuals who have low

self-efficacy will feel low self-confidence and give

up easily.[5]. The actions taken by students when

they have low self-efficacy are postponing the

completion of tasks given by the teacher. This

treatment causes high academic procrastination

and means having low self-efficacy. Academic

procrastination is also often done intentionally

by postponing work. So teachers are expected to

always carry out maximum supervision during

Education continues to develop and is very

important for life. Through education, it can

create competent human resources (HR). The

formation of quality HR is supported by several

supporting factors and cannot be separated from

the guidance of educators, so that the success of

the implementation of education is achieved. In

addition, the success of education can also be

achieved through improving the quality of

education[1]. The quality of education plays an

important role in forming quality individuals with

noble character. Improving the quality of

education can develop individual skills and

become a measuring tool in the success of the

learning process. The creation of students who

are rich in potential within themselves will bring

changes to the quality of education in the

future[2].

the learning process ^[6]

.

In addition to having high self-efficacy, there are

other important factors to improve student

learning

achievement,

namely

learning

independence. Learning independence is the

ability of a student who wants to be independent

in exploring information while learning. This

independence emphasizes the active role of

students in learning and being responsible for

their learning success. Students who have strong

learning independence will not give up easily.

Learning independently does not necesserily

learning individually, rather than a way of

learning that emphasizes the independence of

Educational success can be seen from the

learning achievements achieved by students who

have reached the target. One of the indicators

used to measure learning success is learning

outcomes that refer to an achievement. Student

learning success can be seen from the value

obtained after completing a task or learning, so

that student abilities can be measured from the

scores received for each learning[3]. As for

learning chemistry, it is abstract and requires

self-confidence in understanding the material, so

that learning chemistry is less popular with

students. This is because students find it difficult

to understand and lack motivation to learn

chemistry. Therefore, not a few students get low

students

in

obtaining

information

and

.

knowledge that does not depend on others ^[7]

In reality, in the chemistry learning process,

educators tend to be more active than students.

The cause of low student learning independence

is because they are accustomed to receiving

material and always depending on the teacher.

Therefore, teachers try to guide students into

independent learning process^[8]. Several relevant

studies state that self-efficacy and learning

independence can improve learning outcomes,

one of which is a study conducted by Chairunnisa

et al. (2021) with research results showing that

self-efficacy partially has a significant effect on

learning achievement results[4].

A

difficult

chemistry learning requires educators to be

more creative in choosing interesting learning

methods so that students' curiosity arises during

learning and can improve students' learning

achievement. In addition to conducive learning to

understand chemistry material, students need to

have important factors within themselves to

improve learning achievement, namely self-

confidence (self-efficacy).

cognitive

learning

outcomes,

learning

independence has a partial positive effect on

cognitive learning outcomes, and there is a

positive influence of self-efficacy and learning

independence simultaneously on the cognitive

learning outcomes of 11^thnatural sicences grade

students on the material on ion equilibrium in

salt solutions^[9].

Self-efficacy is a belief in an individual in terms of

motivating themselves, making changes in

themselves, adapting themselves to the social

environment and implementing the knowledge

that has been mastered to carry out a task.

43

Chempublish Journal, 8(1) 2024, 43-51

Based on the results of observations and

interviews with chemistry teachers in 10^thgrade

of Public High School 15 Pekanbaru, there are

several problems faced during the chemistry

learning process, namely that more than 50% of

students' learning achievements have exceeded

the set standards, but during the teaching and

learning process they still find it difficult to

understand chemistry material, actions taken by

students such as still being hesitant in answering

teacher questions, often ignoring material notes

and even not doing chemistry assignments

individually. Related to this description, it is

necessary to make updates related to self-

efficacy and learning independence to help

educators in guiding students in improving

learning achievement based on these important

factors

consisting of self-efficacy (X₁) and learning

independence (X₂) and one dependent variable,

namely chemistry learning achievement (Y). The

data analysis technique used is multiple linear

regression analysis.

In this study, validity and reliability tests of the

instrument were conducted using the SPSS

version 16 program. Validity tests were

conducted

using

the

product

moment

correlation formula, while reliability tests used

the Cronbach Alpha method. The results of the

validity test showed that 21 items in the self-

efficacy questionnaire and 21 items in the

learning independence questionnaire were

declared valid. The results of the reliability test

showed that the Cronbach`s alpha value of self-

efficacy was 0.851 and learning independence

was 0.816 so it can be concluded that the

research instrument used is reliable and can be

used in research

Material and Methods

Materials and Instrumentation

Results and Discussions

The type of research used is survey research

using descriptive methods with a quantitative

approach. Data acquisition is done by answering

a series of questions designed in a questionnaire

then filled in by all predetermined samples. The

source of the data population is 168 students

divided into 5 classes, with the number of

samples used in the study as many as 119

students of 10^thgrade of Public High School 15

Pekanbaru. In this study, two research variables

were used, namely two independent variables

The results of the descriptive statistical analysis

including the average value (mean) and standard

deviation based on student respondents are

presented in Table 1. Table 1 shows that the level

of self-efficacy and learning independence of 10^th

grade students of Public High School 15

Pekanbaru tends to be in the high category, while

chemistry learning achievement tends to be in

the good category.

Table 1. Descriptive Analysis Results

N

Mean

60.17

62.04

78.84

Category

High

Good

SD

Self-efficacy

Learning independence

Learning achievement

119

7.398

6.442

8.219

Table 2. Normality and Homogenity

One-Sample Kolmogorov-Smirnov Test

Self-efficacy

Learning Independence

Learning achievement

N

119

Asymp. Sig (2-tailed)

.629

.442

.064

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Chempublish Journal, 8(1) 2024, 43-51

Classic

Assumption

Test:

The

classical

Analysis of the influence of self-efficacy on

learning achievement

assumption test in this study is include

Normallity and Homogenity test. Table 2 shows

that the Asymp. Sig (2-tailed) value > 0.05, which

means that each research variable is normally

distributed.

Before conducting a regression test to determine

the effect of self-efficacy on chemistry learning

achievement, a linearity test needs to be

conducted. The results of the linearity test

obtained a significance value of deviation from

linearity of 0.067> 0.05. It can be concluded that

there is a linear relationship between the self-

efficacy variable and the chemistry learning

achievement variable.

Multicollinearity test: In Table 3, it can be seen

that the independent variables (self-efficacy and

learning independence) have the same results,

namely a tolerance value of 0.608 > 0.10 and a VIF

value of 1.646 < 10, which can be concluded that

the data is free from multicollinearity.

Furthermore, a regression test of self-efficacy on

student learning achievement was conducted on

chemistry learning achievement, the results are

presented in Table 5.

Table 3. Multicollinearity

Coefficients

Model

Collinearity Statistics

Table 5 shows that the constant value (α) is

50.718, meaning that if self-efficacy is equal to

zero, then the students' chemistry learning

achievement is 50.718. The regression coefficient

value (b) is 0.466 and has a positive sign, meaning

that for every 1 unit increase in self-efficacy,

there is an increase in chemistry learning

achievement of 0.466. So that the regression

equation becomes Y = 50.718 + 0.466X₁.

Tolerance

VIF

1

Self-efficacy

Learning

independence

0.608

1.646

Hypothesis testing

Analysis of sex differences: Differential tests

were conducted on the sex of students which

were related to self-efficacy and learning

independence based on student responses

presented in Table 4. Table 4 shows that the

significance value of the variables self-efficacy,

The significance value obtained is 0.000 < 0.05

with a t count value of 5.071 which means it is

greater than t table of 1.657. So, it can be

concluded that the self-efficacy variable has a

learning

independence,

and

learning

significant

effect

on

chemistry

learning

achievement is > 0.05, which indicates that there

is no significant difference based on the sex

demographics.

achievement.

Table 4. Independent Sample Test Results

Variable

Sex

N

Mean

Std.

Deviation

F

T

Df

Sig. (2-

tailed)

Self-efficacy

Male

Female

Male

45

74

45

74

45

74

59.33

60.68

61.53

62.35

77.51

79.54

7.845

7.120

6.384

6.501

8.075

8.116

0.607

0.221

0.148

-0.959

-0.670

-1.325

117

0.339

0.504

0.188

Learning

Independence

Female

Male

Learning

Achievement

Female

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Chempublish Journal, 8(1) 2024, 43-51

Table 5. Partial Test Results of Self-Efficacy on Learning Achievement

Unstandardized

Coefficients

Model

B

t

Sig.

1

(Constant)

Self-efficacy

50.718

.466

9.100

5.071

.000

Analysis

of

the

influence

of

learning

that there is a linear relationship between the

independence on learning achievement: In

conducting a regression test, a linearity test must

be conducted first to determine whether the

learning independence variable has a linear

learning

chemistry

independence

learning achievement

variable

and

variable.

the

Furthermore, a regression test of learning

independence and chemistry learning

relationship

with

the

chemistry

learning

achievement was conducted. The results of the

simple linear regression test are presented in

Table 6.

achievement variable. The results of the linearity

test obtained a significance deviation from

linearity value of 0.562> 0.05. It can be concluded

Table 6. Partial Test Results of Learning Independence on Chemistry Learning Achievement

Unstandardized

Coefficients

Model

B

t

Sig.

1

(Constant)

Learning independence

52.089

.430

7.617

3.923

.000

Table 6 shows that the constant value (α) is

52.089, meaning that if learning independence is

equal to zero, then the students' chemistry

learning achievement is 52.089. The regression

coefficient value (b) is 0.430 and has a positive

sign, meaning that for every 1 unit increase in

learning independence, there is an increase in

chemistry learning achievement of 0.430. so that

the regression equation becomes Y = 52.089 +

0.430X₂. The significance value obtained is 0.000

< 0.05 with a t count value of 3.923 which means

it is greater than the t table of 1.657. The result

shown that, the learning independence variable

has a significant effect on chemistry learning

achievement.

Analysis of the influence of self-efficacy and

learning

independence

simultaneously

on

learning achievement

Multiple Linear Regression Test: In order to

determine the magnitude of the influence of self-

efficacy (X₁) and learning independence (X₂) on

chemistry learning achievement (Y) using

multiple linear regression analysis. The results of

the analysis are presented in Table 7.

Table 7. Multiple Linear Regression Analysis Results

Coefficients

Unstandardized

Coefficients

Standardized

Coefficients

Beta

T

Sig.

Model

1

B

Std. Error

(constant)

Self-efficacy

Learning

46.167

.381

6.827

.118

.135

6.762

3.237

1.151

.000

.002

.252

.347

.123

.156

independence

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Chempublish Journal, 8(1) 2024, 43-51

Table 7 shows that the constant value (α) is

46.167, meaning that if self-efficacy and learning

independence in the research object are equal to

zero (0), then the learning achievement (Y) of

students is 46.167. The regression coefficient

value (b₁) is 0.381 which is positive, meaning that

there is a positive influence between self-efficacy

(X₁) and learning achievement (Y). This means

that the higher the self-efficacy value, the higher

the learning achievement obtained. While the

regression coefficient value (b₂) is 0.156 which is

table using a significance level of 5% with df₁

(number of variables) = k-1 = 3-1 = 2, and df₂= n-

k-1 = 119-2-1 = 116, so that the F_tablevalue is 3.07.

Therefore, the F_countvalue (13.557) > F_table(3.07)

and it can be concluded that self-efficacy and

learning independence have a simultaneous

effect on chemistry learning achievement.

Table 8. F Test

ANOVA

F

Sig

positive, meaning that there is

a

positive

influence between learning independence (X₂)

and learning achievement (Y). So that if the

learning independence value is higher, the

learning achievement will also be higher. So that

the regression equation can be seen as follows:

푌 = 46,167 + 0,381푋₁+ 0,156푋₂......................... (1)

13.557

.000

Coefficient of Determination: The coefficient of

determination test is used to measure how much

a model is able to explain the variation of the

dependent variable. The results of the calculation

of the coefficient of determination can be seen in

Table 9.

Simultaneous Test (F Test): The F test was

conducted to determine whether the self-efficacy

variable (X₁) and the learning independence

variable (X₂) simultaneously influence students'

learning achievement (Y). The results of the F test

are presented in Table 8.

Table

9

shows

that

the

coefficient

of

determination (R square) value is 0.189, which

means

independence

contribute

that

self-efficacy

as independent

together to student

in chemistry

and

learning

variables

learning

Table 8 shows that the significance value of 0.000

< 0.05 means that there is a significant influence

on self-efficacy and learning independence

achievement

learning.

The

coefficient of determination (R²) value is 0.189 or

18.9%, which means that the influence of self-

efficacy and learning independence on learning

achievement is 18.9 %, while the rest is

influenced by other factors.

simultaneously

on

chemistry

learning

achievement. The F_countvalue obtained was

13.557 which was compared to the F_tablevalue.

The F_tablevalue can be found in the statistical

Table 9. Results of Determination Coefficient Test

Model Summary

R

R Square

.189

.180

Self-efficacy and learning independence

Self-efficacy

Learning independence

.435

.424

.341

.116

The coefficient of determination of the self-

The study was conducted to determine the effect

of self-efficacy and learning independence on

chemistry learning achievement of 10^thgrade at

Public High School 15 Pekanbaru. There are three

variables in this study, namely self-efficacy and

learning independence as independent variables

efficacy

variable

on

chemistry

learning

achievement is 0.180. So that the self-efficacy

variable contributes 18.0 % to chemistry learning

achievement.

The

learning

independence

variable obtains a coefficient of determination of

0.116, which means that learning independence

and

learning

achievement

as

dependent

contributes

achievement in chemistry learning.

11.6

%

to

student

learning

variables. The sample in the study was 119

students divided into 5 classes. Based on student

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Chempublish Journal, 8(1) 2024, 43-51

demographics, 37.8% were male and 62.2% were

female, so there were more female students.

a determination coefficient value of 0.180 or

18.0%. The influence of good self-efficacy can

produce learning achievement in chemistry

learning that is categorized as moderate.

Therefore, students continue to strive to produce

satisfactory learning achievement. Students who

have a moderate level of self-efficacy but some

students have persistence in carrying out

learning so that they do not give up easily and

continue to try in carrying out academic activities

^[13]. Based on the research results that self-

efficacy is a self-confidence in individuals to

complete tasks and be able to overcome the

obstacles they face. High self-efficacy will help

students in following the learning process

because they are able to face problems with self-

confidence. Therefore, high self-efficacy affects

students' learning achievement which is also

good, and vice versa if students' self-efficacy is

low then it will affect the learning achievement

The results of the hypothesis testing on the self-

efficacy variable showed no difference because it

obtained a significance value of 0.339 > 0.05

based on sex. The proposed hypothesis was

rejected, because there was no difference in the

self-efficacy variable. In line with the research

conducted by Safitri, it showed that there was no

significant difference by obtaining a t-test value

of 0.167 > 0.05. This means that sex does not

have a major effect on self-efficacy in this

study^[10]. The research results (Table 5) show that

females' self-efficacy is higher than males’.

The results of the hypothesis test of the learning

independence variable showed no difference

because it obtained a significance value of 0.504

> 0.05 based on sex. The proposed hypothesis

was rejected, because male and female students

did not differ in the learning independence

variable. In line with research conducted by

Fauzan, it showed that there was no difference

between male and female students in online

learning by obtaining a significance value of 0.162

> 0.05. This shows that there is no difference in

independence between males and females[11].

The research results (Table 4) show that learning

independence in female students is higher than

in male students.

produced to become low ^[14]

.

Testing the partial analysis results of the learning

independence variable obtained that t_countvalue

(3.923) > t_table(1.657) with a significance value of

0.000 < 0.05, so the proposed hypothesis is

accepted.

independence

This

means

that

learning

partially

influences

achievement in chemistry learning with

a

determination coefficient value of 0.116 or

11.6%. In line with research conducted by

Widianti, it states that there is an influence

between learning independence and learning

The

achievement

results

of

the

chemistry

test

learning

no

hypothesis

showed

achievement in Indonesian language subjects ^[15]

.

difference with a significance value of 0.188 >

0.05 based on sex. The proposed hypothesis is

accepted because there is no difference in the

learning achievement variable based on sex. In

line with research conducted by Sari, it shows no

significant difference in the learning outcomes of

male and female students. Where they have an

average of good learning outcomes or are

The same results were also obtained by Wirayat,

namely the influence of learning independence

on learning outcomes with a determination

coefficient of 0.102 with an influence of 10.2% ^[16]

.

Based on the results of the research conducted,

independent learning has a great influence on

students' learning achievements, because it can

be used to develop themselves to appear

equivalent

to

achieving

the

minimum

[17]

independently without the help of others

.

completeness criteria that have been set ^[12]

.

Learning independence must also continue to be

developed because the influence obtained is still

in the moderate category, so that if the influence

of learning independence increases, it can

improve the learning achievements obtained by

students during chemistry learning.

Partial analysis results testing on the self-efficacy

variable obtained that t_countvalue (5.071) > t_table

(1.657) with a significance value of 0.000 < 0.05,

so the proposed hypothesis is accepted. This

means that self-efficacy partially influences

learning achievement in chemistry learning with

48

Chempublish Journal, 8(1) 2024, 43-51

Simultaneous testing on the variables of self-

efficacy and learning independence showed a

positive and significant influence as seen through

the F_countvalue (13.557) > F_table(3.07) with a

significance value of 0.000 < 0.05, so the

proposed hypothesis is accepted. This means

that self-efficacy and learning independence

simultaneously influence chemistry learning

achievement with a determination coefficient

value of 0.189 or 18.9%. The regression equation

obtained is 풀 = ퟒퟔ, ퟏퟔퟕ + ퟎ, ퟑퟖퟏ푿1 + ퟎ, ퟏퟓퟔ푿₂.

Based on the resulting regression equation, the

self-efficacy regression coefficient is 0.381 and

the learning independence regression coefficient

is 0.156. This means that the self-efficacy variable

has a more dominant influence than learning

independence on student learning achievement.

The results of the study were strengthened by

Rachman's research where there was a positive

and significant influence on chemistry learning

achievement as evidenced by a significance value

of 0.000. In addition to being partial, self-efficacy

and learning independence can influence

together as evidenced by a significance value of

0.000 and have a contribution of 18.9% which is

influenced by the variables of self-efficacy and

learning independence, and the rest is influenced

by other factors that can improve learning

achievement

Acknowledgement

This research was supported by Faculty of

Teacher Training and Education, Chemical

Education, Universitas Riau.

Author Contibutions

Conceptualization, A.R.P, L.A.; Methodology,

A.R.P, L.A; Validation, L.A, R.R; Formal Analysis,

A.R.P, L.A; Investigation, R.R; Data Curation, A.R.P,

L.A, Y.N; Writing–Original Draft Preparation,

A.R.P; Writing – Review & Editing, L.A, Y.N;

Visualization, A.R.P; Supervision, L.A

and

variables

significant

of

relationship

self-efficacy

between

and learning

the

independence together with learning outcomes

in biology subjects. The amount of contribution

given by self-efficacy and learning independence

to learning outcomes was 23.9% ^[18]

.

Conflict of Interest

There are no significant conflicts

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