Early Diagnostic Analysis of Chemistry Students’ Learning Profiles : Motivation, Study Habits, and Affective Factors

Sumiati Side; Ayu Ashari; Munawwarah Munawwarah

doi:10.51574/jrip.v6i2.5009

Authors

Sumiati Side Chemistry Education Study Program, Faculty of Mathematic and Natural Science, Universitas Negeri Makassar, Indonesia https://orcid.org/0009-0008-1739-7311
Ayu Ashari Chemistry Education Study Program, Faculty of Mathematic and Natural Science, Universitas Negeri Makassar, Indonesia
Munawwarah Munawwarah Chemistry Education Study Program, Faculty of Mathematic and Natural Science, Universitas Negeri Makassar, Indonesia https://orcid.org/0000-0001-8713-3313

Keywords:

Early diagnostic assessment, learning profiles, chemistry education, study habits

Abstract

This study reports an early diagnostic analysis of chemistry students’ learning profiles at the beginning of a course (n = 53). Using a mixed-methods descriptive survey, motivation and learning goals, study habits, affective factors, learning conditions, and brief reflections were collected and analyzed descriptively and thematically. Students showed high motivation and mastery-oriented goals (M = 4.40, SD = 0.35), but study habits were only moderate (M = 3.80, SD = 0.53), with regular studying showing the lowest tendency (M = 3.34). Affective results indicated moderate chemistry confidence (M = 3.83) but lower mathematics confidence (M = 3.32), alongside substantial test anxiety (M = 3.72; 58.49% agree). Contextually, most students reported ≤4 hours of weekly independent study time and varying learning environments 54.72% relied on smartphones with intermittently unstable internet. Qualitative themes emphasized conceptual difficulty, pacing, and quantitative demands, supporting the need for scaffolded instruction and flexible learning supports.

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