Relationship Between Readiness to Learn and Anxiety and Self-Efficacy of Students in Taking Organic Chemistry Exams (Case Study in The Chemistry Education Study Program at UIN Syarif Hidayatullah Jakarta)
DOI:
10.29303/cep.v9i1.11569Published:
2026-05-31Downloads
Abstract
This study aimed to analyze the relationship between learning readiness and students’ test anxiety and self-efficacy in taking Organic Chemistry examinations in the Chemistry Education Study Program at UIN Syarif Hidayatullah Jakarta. A quantitative approach with a correlational method was employed. The sample consisted of 74 Chemistry Education students from the 2023 cohort, selected using purposive sampling. Data were collected using Likert-scale questionnaires that had undergone content and construct validity testing as well as reliability testing, with Cronbach’s Alpha coefficients of 0.894 for the learning readiness instrument, 0.929 for test anxiety, and 0.893 for self-efficacy. Data analysis was conducted to examine partial and simultaneous relationships among variables. The results revealed a significant negative relationship between learning readiness and test anxiety, with a correlation coefficient of –0.283 and a significance value of 0.015, indicating a low relationship. In addition, a significant positive relationship was found between learning readiness and self-efficacy, with a correlation coefficient of 0.404 and a significance value of less than 0.001, indicating that the relationship was statistically highly significant, with a moderate level of association. Simultaneously, learning readiness was significantly associated with test anxiety and self-efficacy, with a contribution of 24%. These findings highlight the importance of learning readiness in reducing test anxiety and enhancing students’ self-efficacy in Organic Chemistry examinations.
Keywords:
Learning Readiness Anxiety Self-Efficacy Organic Chemistry Exam StudentsReferences
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