Hubungan Persepsi terhadap Bahan Kimia dengan Kecemasan Belajar Kimia

Abstract

Negative perceptions of chemicals may generate fear and discomfort that potentially intensify students’ anxiety in chemistry learning. This study aimed to describe students’ perceptions of chemicals and chemistry learning anxiety and to examine the relationship between the two variables. A quantitative correlational survey was conducted with 23 eleventh-grade students at SMA Negeri 62 Maluku Tengah selected through total sampling. Data were collected using Likert-scale questionnaires on perceptions of chemicals and chemistry learning anxiety. Descriptive statistics, the Shapiro–Wilk normality test, Pearson product–moment correlation, and the coefficient of determination were employed. The results showed that perceptions of chemicals were predominantly in the moderate-to-high categories, whereas chemistry learning anxiety was mainly moderate. A significant negative relationship was found between perceptions of chemicals and chemistry learning anxiety (r = −0.562; p = 0.005), with a coefficient of determination of 31.56%. More positive and proportional perceptions of chemicals were associated with lower anxiety. Strengthening chemical literacy, contextual and safe learning, and psychological support is therefore recommended.