Chemistry Learning Anxiety Scale: A Scale Development

Abstract

The main purpose of the study was to develop the Chemistry Learning Anxiety Scale (CLAS) instrument. The method used this study is the survey method. Data of chemistry learning anxiety was obtained through a questionnaire. There are three aspects of the chemistry learning anxiety scale that were examined in this study, Anxiety in Study Chemistry, Anxiety in Finishing Chemistry Tasks, and Anxiety in Doing Practicum. The content validity of the CLAS instrument with 48 items that had been administered to 115 student's 11 th senior high school. The data were analyzed using the Rasch model that have been 5 criteria, namely unidimensionality, item fit, difficult/ability estimation, reliable, and information function. The conclusion of the Rasch model showed that there are 46 items CLAS that fit model and excellent reliable for the person's reliable and excellent reliable for the item reliable. The CLAS instrument is a good instrument to collect the data.

Does New Normal Learning Anxiety Scale (NNLAS) Worth to Measure Anxiety? A Study to Investigate Instrument Characteristic

“…Student learning anxiety does not only occur during the lecture process in class, but also when carrying out practicum in the laboratory. Learning anxiety is a variable that has a negative effect on lectures [5,6]. If students have anxiety about chemistry lectures, it will make them lose interest in science.…”

“…Students with a negative attitude towardtudying chemistry are known as chemophobia or chemophobia [7]. In chemistry education, several studies have revealed that the problem of perception and attitude towards chemistry [8], student achievement and performance in chemistry, and lecturer pedagogic skills correlateith learning anxiety [8].…”

Chemistry Online Learning Encourages the Students Generic Science Skills to Develop Pro-Environmental Behaviors

“…Periodically, online learning causes learning loss [3] that threatens to target chemistry learning that encourages students' general science skills, especially when the students do not have enough internet quota and bad signal during the chemistry online learning. Learning loss worsens chemistry anxiety [23] in students characterized by feeling bored, afraid, and insecure during the learning process, anxious [24]. It can be seen in students comprehension when they present their project which is a lack of proper execution [9].…”