Attitudes Towards Science and Perceptions of Difficulty as Factors Affecting Students' Achievement in Science
DOI:
https://doi.org/10.17509/mimbar-sd.v13i2.116Keywords:
Attitudes Toward Science, Perceptions of Learning Difficulty, Science Achievement, Elementary School, Science LearningAbstract
This study aimed to examine the influence of attitudes toward science and perceptions of learning difficulty on elementary school students’ science achievement and to identify the most dominant affective factors. A quantitative, correlational design was employed. The sample consisted of 372 students in grades IV, V, and VI from six elementary schools representing urban, peri-urban, and rural areas. Data was collected using a science attitude questionnaire, a perceived learning difficulty questionnaire, and a short-answer science achievement test. Data analysis employed validity and reliability testing, multiple regression, F-tests (ANOVA), and partial t-tests. Multiple regression analysis revealed that the model was significant (F(7, 364) = 34.5; p < 0.001), R² = 0.399, indicating that the five variables together accounted for 39.9% of the variance in students’ science achievement. Attitudes toward science was the strongest predictor (β = 0.441; t = 9.22; p < 0.001), followed by perceived learning difficulty (β = 0.181; t = 3.84; p < 0.001). Partial t-test analysis revealed significant differences by school location, with peri-urban students outperforming rural students (B = 10.492; p < 0.001) and urban students (B = 6.663; p < 0.001). These findings confirm that affective factors and the learning environment play important roles in shaping elementary school students' science achievement.
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