Analysis of the Relationship Between Economic Background and Access to Technology on Motivation to Study Chemistry
Keywords:
socioeconomic status, technological resources, motivation to learn, atomic structure, rasch model
Abstract
This study aims to analyze the socioeconomic background and access to technological resources of 10th-grade students at SMA Negeri 5 Padang, as well as their impact on motivation to learn chemistry. Using a descriptive survey approach with a cross-sectional design, data were collected from 36 students via a questionnaire and analyzed using descriptive statistics and Rasch modeling. The results indicate that the majority of students come from lower-middle-income families. There is a paradox: while 100% of students own smartphones, only 25% use them for learning. Although students’ intrinsic motivation was low, their extrinsic motivation regarding the need for digital media was very high, and Rasch analysis revealed that the highest motivation was actually found among students from low-income families with independent access to smartphones. Therefore, this study recommends the development of interactive, mobile-friendly, and data-efficient smartphone-based chemistry learning media to bridge the economic gap and enhance students’ learning motivation in an inclusive manner.References
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Alvarado, A., Stewart-Ambo, T., & Hurtado, S. (2020). High School and College Choice Factors Associated with High-Achieving Low-Income Students’ College Degree Completion. Education Sciences, 10(6), 153. https://doi.org/10.3390/educsci10060153
Berger, N., & Archer, J. (2016). School socio-economic status and student socio-academic achievement goals in upper secondary contexts. Social Psychology of Education, 19(1), 175–194. https://doi.org/10.1007/S11218-015-9324-8
Fitriza, Z., & Gazali, F. (2018). Diagnosing Students’ conception on atomic structure using open ended questions. Journal of Physics: Conference Series, 1013(1), 012097. https://doi.org/10.1088/1742-6596/1013/1/012097
Hidi, S., & Renninger, K. A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4
Irwanto. (2017). Holistik Penggunaan Smartphone dalam Pembelajaran Kimia SMA (Vol. 2, Number 1). http://www.syekhnurjati.ac.id/jurnal/index.php/holistik
Iswara, W. H., Muntari, M., & Rahmawati, R. (2021). Identifikasi Kesulitan Belajar Kimia Siswa SMA Negeri 1 Narmada Selama Pandemi Covid-19. Chemistry Education Practice, 4(3), 242–249. https://doi.org/10.29303/cep.v4i3.2694
Kim, P., Hagashi, T., Carillo, L., Gonzales, I., Makany, T., Lee, B., & Gárate, A. (2011). Socioeconomic strata, mobile technology, and education: a comparative analysis. Educational Technology Research and Development, 59(4), 465–486. https://doi.org/10.1007/S11423-010-9172-3
Langitasari, I., Rogayah, T., & Solfarina, S. (2021). Problem Based Learning (PBL) Pada Topik Strukur Atom : Keaktifan, Kreativitas Dan Prestasi Belajar Siswa. Jurnal Inovasi Pendidikan Kimia, 15(2), 2813–2823. https://doi.org/10.15294/jipk.v15i2.24866
Marsita, R. A., Priatmoko, S., & Kusuma, E. (2010). Analisis kesulitan belajar kimia siswa SMA dalam memahami materi larutan penyangga dengan menggunakan two-tier multiple choice diagnostic instrument. Jurnal Inovasi Pendidikan Kimia, 4(1). https://journal.unnes.ac.id/nju/JIPK/article/view/1308
Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
Mtebe, J. S., & Raisamo, R. (2014). Investigating students’ behavioural intention to adopt and use mobile learning in higher education in East Africa. In International Journal of Education and Development using Information and Communication Technology (IJEDICT) (Vol. 10).
Muderawan, I. W., Wiratma, I. G. L., & Nabila, M. Z. (2019). Analisis Faktor-Faktor Penyebab Kesulitan Belajar Siswa Pada Materi Kelarutan Dan Hasil Kali Kelarutan. Jurnal Pendidikan Kimia Indonesia, 3(1), 17. https://doi.org/10.23887/jpk.v3i1.20944
Muliawan, M. I. (2019). STATUS SOSIAL EKONOMI ORANGTUA TERHADAP PRESTASI BELAJAR SISWA KELAS X SMA MUHAMMADIYAH 9 MAKASSAR [Universitas Muhammadiyah Makassar]. https://digilib.unismuh.ac.id/dokumen/detail/8466/
OECD. (2019). Education at a Glance 2019. OECD Publishing. https://doi.org/10.1787/f8d7880d-en
Rohanawati, R., Suryati, S., & Dewi, C. A. (2014). Pengembangan Media Animasi Dengan Macromedia Flash Pada Materi Struktur Atom. Hydrogen: Jurnal Kependidikan Kimia, 2(2), 196–199.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/https://doi.org/10.1016/j.cedpsych.2020.101860
Sari, & Suryelita, S. (2023). Uji Validitas E-Modul Struktur Atom-Keunggulan Nanoteknologi Sesuai Kurikulum Merdeka untuk Peserta Didik SMA/MA Fase E. JURNAL PENDIDIKAN MIPA, 13(1), 235–142. https://doi.org/10.37630/jpm.v13i1.867
Sirin, S. R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417
Suryelita, S., Guspatni, G., & Defriati, P. (2019). Description of learning difficulties on atomic structure and periodic table topics of tenth grade students in SMAN 7 Padang. Journal of Physics: Conference Series, 1317(1), 012147. https://doi.org/10.1088/1742-6596/1317/1/012147
Tan, C. Y. (2024). Socioeconomic Status and Student Learning: Insights from an Umbrella Review. Educational Psychology Review, 36(3). https://doi.org/10.1007/s10648-024-09929-3
Wang, Y., & Wang, Y. (2023). Exploring the relationship between educational ICT resources, student engagement, and academic performance: A multilevel structural equation analysis based on PISA 2018 data. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2023.101308
Published
2026-06-30
How to Cite
Ramadhani, S., & Yusmaita, E. (2026). Analysis of the Relationship Between Economic Background and Access to Technology on Motivation to Study Chemistry. Entalpi Pendidikan Kimia, 7(2), 90-104. https://doi.org/10.24036/epk.v7i2.617
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