Abstract
Kajian kuantitatif ini adalah untuk meninjau tahap kebimbangan dan sikap terhadap kimia pelajar aliran sains. Selain itu, kajian ini juga bertujuan untuk menyiasat hubungan dan pengaruh kebimbangan kimia terhadap sikap pelajar. Responden kajian terdiri daripada 479 orang pelajar aliran sains yang mengambil mata pelajaran kimia dari sepuluh buah sekolah menengah di daerah Kudat, Sabah. Kaedah persampelan rawak bertujuan digunakan dalam kajian ini. Kajian ini berbentuk tinjauan-deskriptif yang menggunakan soal selidik. Instrumen kajian yang digunakan dalam kajian ini, mengandungi 60 item berskala Likert 5 poin yang diadaptasi dari instrumen penyelidikan. Analisis deskriptif, korelasi Pearson, analisis regresi pelbagai stepwise dan Partial Least Square (PLS) digunakan untuk menganalisis data yang dikumpul. Dapatan deskriptif menunjukkan tahap kebimbangan kimia pelajar adalah sederhana dan majoritinya pelajar menunjukkan sikap terhadap kimia yang tinggi. Daripada hasil analisis, faktor kepentingan kimia dalam kehidupan dan gabungan keseluruhan faktor sikap terhadap kimia menunjukkan perbezaan yang signifikan dari aspek lokasi sekolah. Analisis korelasi menunjukkan wujudnya hubungan yang signifikan negatif antara faktor kebimbangan kimia dengan sikap terhadap kimia. Analisis regresi pelbagai stepwise menunjukkan faktor kebimbangan terhadap pembelajaran kimia menyumbang kepada sikap terhadap kimia. Keputusan analisis SEM (structural equation modeling) menunjukkan bahawa kebimbangan kimia memberi kesan secara negatif terhadap sikap terhadap kimia dengan menyumbang sebanyak 14%. Dari segi implikasinya kajian ini menunjukkan bahawa kebimbangan pelajar terhadap mata pelajaran kimia perlu dikikis bagi menunjukkan sikap yang positif dalam mempelajari kimia sekaligus meningkatkan pencapaian. Guru-guru perlu berusaha membentuk pengajaran yang inovatif bagi menarik minat pelajar dan membantu pembelajaran pelajar.
This quantitative study aimed to examine the levels of chemistry anxiety and attitudes towards chemistry among science-stream students. In addition, the study aimed to investigate the relationship between chemistry anxiety and students’ attitudes, as well as the influence of chemistry anxiety on their attitudes. The respondents consisted of 479 science-stream students who took Chemistry from ten secondary schools in Kudat district, Sabah. Purposive random sampling was employed in this study. The study used a descriptive survey design with a questionnaire as the research instrument. The instrument consisted of 60 five-point Likert-scale items adapted from existing research instruments. Descriptive analysis, Pearson correlation, stepwise multiple regression analysis, and Partial Least Squares (PLS) were used to analyse the collected data. The descriptive findings showed that students’ level of chemistry anxiety was moderate, while the majority of students demonstrated a high level of positive attitudes towards chemistry. The analysis showed that the factor of the importance of chemistry in life and the overall combination of factors related to attitudes towards chemistry demonstrated significant differences based on school location. Correlation analysis indicated a significant negative relationship between chemistry anxiety and attitudes towards chemistry. Stepwise multiple regression analysis showed that anxiety towards learning chemistry contributed to students’ attitudes towards chemistry. The results of structural equation modelling (SEM) indicated that chemistry anxiety had a negative effect on attitudes towards chemistry, accounting for 14% of the variance. In terms of implications, the study indicates that students’ anxiety towards Chemistry needs to be reduced to foster positive attitudes towards learning Chemistry and subsequently improve achievement. Teachers should strive to develop innovative teaching approaches to attract students’ interest and support their learning.