Analysis of mastery concepts and student self-efficacy in chemistry learning

Abstract

This study aims to determine how to analyze the conceptual mastery and self-efficacy of students in learning chemistry. Prior to the analysis, empirical validation was carried out on the conceptual mastery instrument and the student self-efficacy questionnaire to be used. The validated concept mastery test instrument is an acid-base material test instrument consisting of 16 two-level multiple choice questions developed by Desiria [1]. While the student self-efficacy questionnaire is a questionnaire developed by Lin and Tsai which consists of 28 statements [2]. This study uses a quantitative descriptive method with a sample of 40 students in grade XI IPA who have studied acids and bases. The results of empirical validation showed that out of 16 questions on concept mastery, 1 question was found to be invalid, while for the self-efficacy questionnaire all questions were declared valid. Then from the results of the instrument test, an analysis of the mastery of concepts and self-efficacy was carried out based on only valid questions. The results of the analysis of students' mastery of concepts on acid and base material obtained an average value of 37.67% in the low category and students' self-efficacy in learning chemistry with an average value of 54.22% in the medium category. So that the test instruments for mastery of concepts and self-efficacy questionnaires used in this study can be used to analyze students' mastery of concepts in acid and base material for grade XI IPA MA and students' self-efficacy in learning chemistry.