e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha

Jurusan Pendidikan Kimia (Volume 2 No 1 Tahun 2014)

THE IDENTIFICATION OF LEARNING INTEREST IN CHEMISTRY OF SENIOR HIGH

SCHOOL STUDENT AT SMA NEGERI 2 SINGARAJA

Irene Jarut, I Nyoman Suardana, Ida Bagus Nyoman Sudria

Jurusan Pendidikan Kimia

Universitas Pendidikan Ganesha
Singaraja, Indonesia

irene jarut@ymail.com, suardana_sgr@yahoo.com, ibnsudria@yahoo.co.id

Abstrak
Penelitian ini bertujuan 1) mengidentifikasi minat belajar siswa kelas X and XI SMA
Negeri 2 Singaraja terhadap pelajaran kimia dan 2) mendeskripsikani faktor-faktor
dominan yang mempengaruhi minat belajar siswa kelas X dan XI terhadap pelajaran
kimia. Penelitian ini termasuk penelitian deskriptif. Sampel penelitian terdiri atas 50
siswa kelas X dan 50 siswa kelas XI yang dipilih dengan menggunakan teknik random
sampling. Tehnik pengumpulan data menggunakan inventori dan wawancara. Data
dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa secara umum minat
belajar siswa kelas X and XI SMA N 2 Singaraja secara berurutan tergolong tinggi and
cukup. Pada aspek maintain-value ketertarikan siswa kelas X dan XI terhadap
pelajaran kimia tergolong sangat tinggi yang dominan dipengaruhi oleh faktor internal
yakni tingginya kesadaran siswa akan pentingnya peranan ilmu kimia dalam
kehidupan sehari-hari. Pada aspek maintain-feeling ketertarikan siswa kelas X dan XI
terhadap pelajaran kimia secara berurutan tergolong tinggi dan cukup. Hal ini dominan
dipengaruhi oleh faktor eksternal yakni bahan pelajaran dan faktor internal yakni
motivasi dan kemampuan matematis siswa. Pada aspek triggered-SI ketertarikan
siswa terhadap pelajaran kimia tergolong rendah. Hal ini dominan dipengaruhi oleh
faktor eksternal yakni guru dan bahan pelajaran yang meliputi aspek mikroskopis dan
simbolik.

Kata kunci: minat, faktor eksternal, faktor internal

Abstract
The aims of this research were 1) to identify the learning interest in chemistry of
student for grade X and XI and 2) to describe the dominant factors which influence the
learning interest in chemistry of students at grade X and XI. This research was
descriptive research. The sample was consisting of 50 students at grade X and 50
students at grade XI who were chosen by using random sampling method. The data of
this research was collected by using inventory and interview with the data analysis
used descriptive analysis. The result of this research showed that generally the
learning interest in chemistry of students at grade X and XI respectively were high and
enough. On maintain-value aspect, the learning interest in chemistry of students at
grade X and XI were very high because was dominant caused by internal factor
namely the awareness of the important of chemistry in daily life. In maintain-feeling,
the learning interest in chemistry of students at grade X and XI respectively were high
and enough because in dominant caused of both external dan internal factors. The
external factor namely the content of subject while internal factor namely motivation
and mathematical abilty. On triggered-SI aspect, the learning interest in chemistry of
student at grade X and XI were low because in dominant came from external factor
namely teacher and the content of subject.

Keyword: interest, internal factor, and external factor.

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Jurusan Pendidikan Kimia (Volume 2 No 1 Tahun 2014)

INTRODUCTION macroscopic and symbolic) can be

Education is an important factor in understood. Thus, the correlation of third
improving the quality of human resoures. chemical aspects must be realized. Chang
Recognize the importance of the (2010:4) stated “chemistry is the study of
education sector, each country efort to matter and the changes it undergoes.”
improve the quality and standard of This shows that the chemistry can not be
education in order to create the people separated from human life because of it
who have a high-quality resource in order learns the matter in the contex of daily life.
to compete in a globalitation era. Thus, chemistry is one of the important
In the era of globalization, the knowledge learned in school. However,
development of science and technology is not everyone interest in chemistry lesson.
moving rapidly. Chemistry is a one of Previous research (Ismuzaroh:2013) found
sciences that moving rapidly. Chemistry is that not all the X grade students interested
a branch of Natural Sciences. Johnstone in studying chemistry and have low
(1991 in Sirhan, 2007) stated “chemical motivation in studying chemistry.
knowledge can be learned at three levels . Based on the interviewed with
such as: sub-microscopic, macroscopic chemistry teacher of SMA N 2 Singaraja
and symbolic.” Learning chemistry is found that that many students have low
called meaningfull if the correliation of third grades in chemistry and it’s under the
chemistry aspects (microscopic, criteria of passing grade.
Table 1. The Score of Middle Test for Grade X
No Class Passing Not passing Average Presentation
1 X MS.1 8 people 12 people 69.11 40 %
2 X MS.2 4 people 24 people 59.67 14 %
3 X MIA.3 16 people 13 people 76.103 55 %
(Source: personal documents of chemistry teacher SMAN 2 Singaraja)

Table 2. The Score of Middle Test for Grade XI

No Class Passing Not passing Average Presentation
1 XI-IPA.1 10 people 10 people 77 50 %
2 XI-IPA.2 - 30 people 68 0%
3 X-IPA.3 30 people - 80.7 100 %
(Source: personal documents of chemistry teacher SMAN 2 Singaraja)
Furthermore, the chemistry teacher as “interest is persisting tendency to pay
explained that students were less attention to and enjoy some activity or
enthusiastic in following the lesson, less content.” Slameto (2003) stated that
enthusiastic in answering questions and interest is feeling fascinating toward
lack of enthusiasm in doing the task. something or activity without any force.
Furthermore, the researcher also And then Crow and Crow (in Puspawati,
interviewed the students of SMA N 2 2013) said that interest is motivating or
Singaraja. The results described that the feeling fascinating either for people, things
students of SMA N 2 Singaraja were less or any other activities. It means, interest is
interested in chemistry because the motivating someone to do something with
content of chemistry subject was difficult to love and continuously. Interest is one of
be understood. These indicated that the the key factors of someone’s successful. It
student has a low interest in learning means that interest is something important
chemistry. to be concerned in achieving the good
Interest is one of important factor in quality of learning and also the
reaching successful effort of someone achievement. If someone has interest in
whether in studying or in any other study, he will enjoy in following the class.
activities. In this sense, interest is a factor Otherwise, someone who does not have
of make some fascinating in something. interest in study he will bore in following
Hilgard (in slameto, 2003:57) formulated it the class.The increasing of interest in

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Jurusan Pendidikan Kimia (Volume 2 No 1 Tahun 2014)
studying is the high achievement is gotten.
Otherwise, the decreasing of interest in
studying is the low of achievement.
Efendi and Praja (1993:122) said
that “much better to have interest in
studying rather than have not interest in it.”
So, the function of interest as motivating
force which force someone to study. Krapp
(in Schunk et al:2010) said there are three
general perspectives about interest
namely personal interest, situational
interest and psychological interest. Hidi
(in Schunk, et al, 2010:213) suggested
that “situational interest involves both
positive affect and increased attention to
the task as a function of the affective
involvement.” Hidi, et al (in Linnenbrink et
al, 2010:2) said that “situational interest
consists of both an attention and affective
reaction to the situation, which can be
differentiated into two forms triggered and
maintained situational interest.” Mitchell (in
Schunk et al, 2010:213) said that “referred
to these phrases as catching and holding.”
However Hidi (in schunk et al, 2010:213)
stated that “catching refers to the direction
or diversion of already activated situational
interest, whereas triggering suggests the
initial activation interest.” Physiological
interest is the interaction between
personal interest and situational interest
which continuously.
If situational interest can be
maintained, so that the long-term
sustainable situational interest will turn to
personal interest where interest situational
classified into three aspects namely
triggered-SI, maintain-feeling and
maintain-value.
Linnenbrink, et al (2010:2) said that
“triggered-SI involves heightening the
affective experiences individuals associate
with the environment.” In contrast,
maintain-SI is people begin to forge
meaningful connection with the content of
the material and realize its deeper
significance
Generally, there are two factors
that influence the interest of studying
namely internal and external factors.
Internal factor is factor which is coming
from within ourself namely talent,
motivation, intelligence, attention and
curiosity. External factor is coming from
outside of us namely family, society and
school.
The aims of this research were 1)
to identify the learning interest in chemistry
of grade X and grade XI students of SMA
Negeri 2 Singaraja and 2) to describe the
dominant factors which influence the
learning interest in chemistry of grade X
and grade XI students of SMA Negeri 2
Singaraja.
METHOD
The kind of this research is
descriptive research. Research method
used in this research was descriptive
method with the using of a qualitative
approach. This research was conducted
on April 2014 located at SMAN 2
Singaraja. The population of this research
was senior high school students at SMA
Negeri 2 Singaraja. The sample of this
research was 50 students for grade X and
50 students for grade XI of SMA Negeri 2
Singaraja. The method in choosing sample
was random sampling.
There were several steps in doing
this research namely primary observation,
making the instrument, research doing,
data analysis and research report. The
activities in the primary observation were
asking permission to do research in the
school addressed and asking for general
information about the tenth and the
eleventh grades students of SMAN 2
Singaraja. After doing observation, the
next step was making instrument. The
instruments were used such as inventory
and interview. The instrument which was
introduced by Linnenbrink, et al (2007)
was revised on the optional answer so that
able to identify the factors which
influences learning interest in chemistry
subject. Those factors which were
appropriate with original instrument
(Linnenbrink et al, 2007) were maintain-
value, maintain-feeling and triggered-SI.
The data collection method was
through inventory and interview. The
inventory data was the primary data that it
was gotten directly from the students. The
inventory technique used was closed
inventory where the students choose the
answers that were provided by the
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 e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha
Jurusan Pendidikan Kimia (Volume 2 No 1 Tahun 2014)

researcher. Further the researcher did the was made by Renis Likert that shown in
interview. The interview was done to Table 3.
explore the factors which influence the Table 3. The Criteria of Score Item
studying interest of chemistry. Besides Score item Positive Negative
that, the interview was also used to clarify statement statement
for some number of questions which were Very agree 4 1
not consistent to the previous answer. Agree 3 2
For the data validty, the researcher 2 3
Disagree
used the triangulation technique to check
very 1 4
the same concern by using different
disagree
system. After that, the researcher did the
data analysis to be able to draw a Furthermore, the researcher
conclusion. The technique in data analysis convert the score of students' answers into
was descriptive technique. five categories, namely very high, high,
Data analysis used was enough, low, and very low by calculating
descriptive. In measuring data, the the ideal mean and deviation standard of
researcher used the category system that the score in interest inventor as shown in
Table 4.
Table 4. Interval Score and The Criteria of Ideal Mean Conversion
Interval Score Criteria
X ≥ Mi + 1,5 Sdi Very High
Mi + 0,5 Sdi ≤ X < Mi + 1,5 Sdi High
Mi-0,5 Sdi ≤ X < Mi + 0,5 Sdi Enough
Mi – 1,5 Sdi ≤ X < Mi -0,5 Sdi Low
X < Mi – 1,5 Sdi Very Low
(Source: the modification of Ratumanan & Laurens in Kasih, 2014)
Data analysis consists of data
tabulation, data reduction, data display RESULT AND DISCUSSION
and conclusion. Data reduction was for the Result
data which were not consistent between Interest was divided into three
interest of chemistry subject and it’s apects namely maintain-feeling, maintain-
reason based on the result of the value and triggered-SI. The result analysis
interview. After that, the data put in the of the third aspects of learning interest in
narrative so that the researcher easy to chemistry subject as shown in Table 5 and
analysis the data and finally be able to Table 6 respectively for grade X and grade
take a conclusion. On the last step, the XI.
researcher reports the result of this
research.

Table 5. Learning Interest in Chemistry Subject for Students at Grade X SMA

Negeri 2 Singaraja
Aspect Category (%)
Very High High enough Low
Maintain-feeling 20% 80% - -
Maintain-value 32% 68% - -
Triggered-SI 4% 14% 74% 8%
Total 2% 62% 36% -

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Jurusan Pendidikan Kimia (Volume 2 No 1 Tahun 2014)

Table 6. Learning Interest in Chemistry Subject for Grade XI Students SMA

Negeri 2 Singaraja
Aspect Category (%)
Very High High enough Low
Maintain-feeling 16% 58% 20% 4%
Maintain-value 52% 42% 6% -
Triggered-SI 2% 24% 18% 32%
Total 4% 36% 42% 12%
Tables above described that the learning interest in chemistry. Those
learning interest in chemistry for students factors must be appropriate with the three
at grade X was high while for students at aspects of interest as shown in the Table 7
XI was enough. Further analysis was for the students at grade X and Table 8 for
analyzing the factors which influence the the students at grade XI.
Table 7. Factors That Influence Learning Interest of Chemistry Subject for
Students at Grade X SMA Negeri 2 Singaraja
Internal External
Aspect Category (%) Category (%)
Very high High Very high High
Maintain-feeling 15% 50% 6% 90%
Maintain-value 98% 2% 56% 32%
Triggered-SI 48% 25% 60% 26%

Table 8. Factors That Influence Learning Interest of Chemistry Subject for

Students at Grade XI SMA Negeri 2 Singaraja
Internal External
Aspect Category (%) Category (%)
Very high High Very high High
Maintain-feeling 58% 34% 88% 8%
Maintain-value 44% 32% 60% 18%
Triggered-SI 28% 24% 36% 26%

Based on the Tables above can be
described that for maintain-feeling aspect
was influenced by both internal and
external factor. On maintain-value aspect
was influenced by internal factor. On
triggered-SI aspect was influenced by
external factor.
Discussion
Based on the data analysis, it
described that the learning interest in
chemistry of students at grade X were high
while for students at grade XI were
enough. The data analysis for the interest
inventory of chemistry subject showed that
the learning interest in chemistry for the
students at grade X and grade XI for the
value aspect were highest than two other
aspects. It was influenced by internal
factor. The internal factor related to
awareness of the students about the
important of the chemistry in the daily life.
It motivates the students’ interest in
studying chemistry.
It was different with the maintain-
feeling aspect. Even though the value
aspect belong to very high category but it
was not positively contribute to the
maintain-feeling aspect for the students at
grade XI. Based on the data analysis of
the interest inventory, showed that the
learning interest in chemistry was
decreasing. The learning interest in
chemistry of students at grade X and XI
toward the feeling in sequence belongs to
high and enough. After further analysis, it
was influence by both internal and external
factor. Those internal factors namely

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Jurusan Pendidikan Kimia (Volume 2 No 1 Tahun 2014)
student’s motivation and mathematical
ability while the external factor are content
of chemistry subject such as sub-
microscopic, macroscopic and symbolic.
Students at grade X had higher motivation
than students for grade XI. The
mathematical ability of students at grade
XI was also low. So, it caused the learning
interest of students at grade XI was
enough. For the content of chemistry
subject, the students for grade X and XI
were tendence to interest only
macroscopic aspect than two others. So, it
caused the students for grade X and XI
were difficult to understand the chemistry
concept. It will bad affect to the further
understanding. Nakhleh (1992) stated that
the abstract consept is very important
because if the student does not have the
enough understanding of basic concept
thus the further concept or theory can not
be understood easily by student.
It showed that the students at
grade X and XI were tendence to interest
only to macroscopic aspect compare with
any other aspects. It means that the
students more like the concrete things
than the abstract (those thing which
cannot be touched, seen, feel) and also
the students were not realized about the
correlation of the three aspects of
chemistry (sub-microscopic, macroscopic
and symbolic). However, it was important
to realize that concept of abstract was
important in learning chemistry. Taber
(2000) said that the chemistry curriculum
is bundled up the abstract conception for
the further learning. The low interest of the
students in aspect of microscopic and
symbolic will influence the students
understanding toward the chemistry
concept. Nakhleh (1992) said that the
abstract concepts is very important
because the basic concept must be
understood before learn the further
concepts. Generally, the students learned
the concept of microscopic and symbolic
only through memorizing. Sudria (2003:4)
said that “the meaningful in studying
science, the school must take the
important concepts and skills that more
concern to the quality of understanding
(observation, thinking, experiment and
validation) compare with quantity of
information.” When the students
memorize, there will big possibility have
misconception with the chemistry subject.”
Sudria (2003) said that general
misconception for the senior high school
students is about particle in which the
students assume that the particle only an
atom. Further Sudria (2003:3) explained
that “this misconception happens because
the conception is simple, easy to
remember, and one of the longest used in
junior high school. The effect of it is the
low interest of studying chemistry.”
Arifin (in Rumansyah:2002) said one
of the difficulty of the student in learning
chemistry is the difficulty in understanding
the concept of chemistry because it
generally an abstract concept. That is why,
there is opinion that chemistry is difficult to
understand. Wiseman (in Rumansyah,
2002: 172) said that “chemistry is one of
the difficult subjects for the senior and
junior high school students.” So, the
students at grade X and XI tendence to
have interest on the macroscopic aspects
which can be observed compare two other
aspects. The students were not realized
the correlation of the three aspects
particulate, symbolic, and macroscopic.
And then, the interest of the triggered-
SI aspect of students was belonging to low
compare with two other aspects. This was
caused by the external factor especially
teacher. The low interest of the students
for microscopic and symbolic aspect
because the students did not understand
the teacher’s explanation. Based on the
inventory, the students comment that the
chemistry teacher was not able to explain
the correlation of the three aspects of
chemistry (microscopic, macroscopic and
symbolic. Thus, the students confuse
about the correlation of the aspects. On
one hand, the teacher was not really
focused on the explanation about the
basic concept of chemistry so the students
find difficult to understand the topic which
was being explained. This makes the
students have any other conception for the
chemistry subject. The done research
(Kirna and Sudria:1998) said that the
quality of the college students of STKIP
STKIP Singaraja 1998 about particles is
low. Dori, et al. (in Sudria, 2003:2) found
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Jurusan Pendidikan Kimia (Volume 2 No 1 Tahun 2014)

out that “many teachers is not really and answer the question. The teacher
understand and is not consider with the always blamed students if they asking or
combination of the three aspects in giving answer. It made the student afraid
chemistry.” Lee (in Sudria, 2003:2) said to ask or to answer the question. That is
that why, the students find difficult to
the problem of understanding the understand the topic which being
chemistry concept is not because explained. On the other hand, the grade
of difficulty of the three aspect but X, the students are participating in giving
because of the teacher only teach and answering the question of the teacher
macroscopic (there is tendency to because they want to understand the
memorize fact) and symbolic chemistry subject. It indicates that the X
(abstract) and fail to combine with grade have high interest in learning
microscopic and concept. chemistry.
In this sense, the teacher was not realize
the correlation of the three aspects.
CONCLUSION AND SUGGESTION
Johnstone (1991, in sirhan, 2007) stated
Conclusion
that the chemistry subject learns in three
Based on the result of the this
levels namely microscopic, symbolic and
research, the researcher concluded that
macroscopic and the correlation of that
generally, learning interest in chemistry of
must be taught explicitly. That is why the
students at grade X and XI respectively
teacher must be able to explain the three
were high and enough. For the maintain-
aspects. Sirhan (2007) said that when the
value aspect was very high because came
student has a problem on ane aspect it will
from internal factor namely the high
be influence to other aspect.
awareness of student about the important
Besides that, the chemistry teacher
of chemistry subject. For the maintain-
was not really able apply the learning
feeling aspect, the students at grade X
media. The using of the learning media
and XI in sequence were high and
was very important especially when
enough. The factors which contribute were
explained about microscopic (particle of
both internal and external factor. The
matter). Soebroto et al (2008) has shown
internal factors were motivation and
that the use of visual instructional tool can
mathematical ability while external factor
increase the students’ achievement in
was the content of chemistry subject. In
learning chemistry. Nekhleh (1992) has
which the motivation of student at grade X
shown that there are many misconception
was higher than grade XI. On the other
when the using of visual media is not used
hand, the mathematical ability of student
in teaching the particle of matter. That is
at grade XI was also low. It caused the
why, the use of instruction visual tool was
learning interest of student at grade XI
needed to be easy in understanding the
was enough. For the external factor,
topic which explained.
students at grade X and XI were tendence
The lack of students’ understands in
to interest in macroscopic aspec than two
teacher’s explanation influence toward the
others. For triggered-SI aspect was low
learning activity. It effect on the
that caused of external factor namely
participation of the students in the
teacher.
discussion. Widyastuti (2012) said that
Suggestion
there is positive relationship between
To increase the learning interest of
interest and the students’ participation in
student in chemistry, researcher suggests
teaching process. It means the higher
several things namely:
interest for study the better participation of
a) Chemistry teacher more concern the
the student in teaching learning process.
using of learning media in introducing
For the students at grade XI, they were not
the microscopic aspect to the students
participating in asking the question or
so it can catch the learning interest of
giving answer in the learning process. It
student in chemistry.
was because the chemistry teacher was
not giving chance for the student to ask

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Jurusan Pendidikan Kimia (Volume 2 No 1 Tahun 2014)

b) Chemistry teacher concern to the Rumansyah & Irhasyuarna. 2002.

learning interest of student in chemistry Penerapan Metode Latihan
so it can increase the student’s Berstruktur dalam Meningkatkan
achievement. Pemahaman Siswa terhadap
c) Chemistry teacher can maintance the Konsep Persamaan Kimia. Jurnal
interest of students and increase the Pendidikan and Kebudayaan, No.
low interest of student in chemistry by 035, Tahun Ke-8.
designing the interesting learning Schunk. 2001. Motivation in Education (3rd
activity. ed). Pearson: New Jersey
Sirhan. 2007. Learning Difficulties in
Chemistry: An Overview Journal of
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