Peran persepsi keterlibatan orangtua dan peran sosial guru dengan efikasi diri akademis siswa dalam pembelajaran online di masa pandemi
-
Published: June 30, 2021
-
Page: 139-146
Abstract
This study aimed to determine: 1) The correlation between perceptions on parental involvement and students' academic self-efficacy in online learning; 2) The correlation between perceptions on teacher’s social role and students' academic self-efficacy in online learning; 3) The correlation between perceptions on parental involvement and perceptions on teacher’s social role with students' academic self-efficacy in online learning. The subjects were 900 senior and junior high school students in Buleleng Regency, Bali who took online learning during the Covid-19 pandemic. The data collection tools used were scale of student's academic self-efficacy, scale of perception on parental involvement, and scale of the perception on teacher's social role. The simple regression technique was used to analyze the first and second hypotheses, while the multiple regression technique was used to tests the third hypothesis. The results indicated that; 1) There was a positive relationship between perceptions on parental involvement with students' academic self-efficacy in online learning during pandemic period, 2) there was a positive relationship between perceptions on teacher’s the social role and students' academic self-efficacy 3) there was a positive relationship between perceptions on parental involvement and perceptions on teacher’s social role with students' academic self-efficacy in online learning during pandemic.
References
- Altunsoy, S., Çimen, O., Ekici, G., Atik, A. D., & Gökmen, A. (2010). An assessment of the factors that influence biology teacher candidates’ levels of academic self-efficacy. Procedia - Social and Behavioral Sciences, 2(2), 2377–2382. https://doi.org/10.1016/j.sbspro.2010.03.340
- Bandura, A. (n.d.). Self-Efficacy The Exercise Of Control.
- Basith, A., Syahputra, A., & Aris Ichwanto, M. (2020). Academic Self-Efficacy As Predictor Of Academic Achievement. JPI (Jurnal Pendidikan Indonesia), 9(1), 163. https://doi.org/10.23887/jpi-undiksha.v9i1.24403
- Bogenschneider, K; Johnson, C. (2004). Why Should Parents Be Involved in Their Child’s Schooling? https://www.purdue.edu/hhs/hdfs/fii/wp-content/uploads/2015/06/fia_brchapter_20c02.pdf
- Borup, J., & Stimson, R. (2017). Helping online students be successful: Mentor responsibilities. January. http://media.mivu.org/institute/PDF/helping-students-mentors-responsibilities.pdf
- Catalina, C. C.; Stanescu, D. F.; Mohorea, L. (2012). Academic self-efficacy , emotional intelligence and academic achievement of Romanian students . Results from an exploratory study. Journal of Educational Sciences & Psychology, II(1), 41–52.
- Cheng, Y. H., & Chen, Y. C. (2018). Enhancing classroom management through parental involvement by using social networking apps. South African Journal of Education, 38(December), 1–14. https://doi.org/10.15700/saje.v38ns2a1427
- Ebere Adimora, D., Neejide Onyishi, C., & Nonye Helen, U. (2019). Parental Involvement as a Correlate of Academic Self-Efficacy of Secondary School Students. International Journal of Secondary Education, 7(3), 69. https://doi.org/10.11648/j.ijsedu.20190703.12
- Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53–74. https://doi.org/10.1080/01443410903353302
- Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42. https://doi.org/10.3102/00346543067001003
- Hornik, S., & Johnson, R. (2014). Exploring the dimensions of self-efficacy in virtual world learning: Environment, task, and content. Journal of Online Learning and Teaching, 10(2), 255.
- Husain, U. K. (2014). Relationship between Self-Efficacy and Academic Motivation. 18–22. https://doi.org/10.15242/icehm.ed1214132
- Isman, A., Altinay, Z., & Altinay, F. (2004). Roles of the students and teachers in distance education. Turkish Online Journal of Distance Education, 5(4). https://doi.org/10.17718/TOJDE.23552
- Köseo, Y. (2015). Self-Efficacy and Academic Achievement – A Case From Turkey. Journal of Education and Practice, 6(29), 131–141.
- Medford, A. R. L. (2004). Online learning. Quality in Primary Care, 12(1), 87–89. https://doi.org/10.4324/9780429355097-7
- Mukti, B., & Tentama, F. (2019). Faktor-Faktor yang mempengaruhi efikasi diri akademik. Prosiding Seminar Nasional Magister Psikologi Universitas Ahmad Dahlan, 341–347.
- Peechapol, C., Na-Songkhla, J., Sujiva, S., & Luangsodsai, A. (2018). An exploration of factors influencing self-efficacy in online learning: A systematic review. International Journal of Emerging Technologies in Learning, 13(9), 64–86. https://doi.org/10.3991/ijet.v13i09.8351
- Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., & Perry, R.P. (2011). Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire. Contemporary Educational Psychology, 36, 36-48. https://doi.org/10.1016/j.cedpsych.2010.10.002
- Prihastyanti, I., & Sawitri, D. R. (2018). Dukungan Guru Dan Efikasi Diri Akademik Pada Siswa Sma Semesta Semarang. Empati, 7(3), 33–46.
- Putwain, D., Sander, P., & Larkin, D. (2013). Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success. British Journal of Educational Psychology, 83, 633-650. https://doi.org/ 10.1111/j.2044-8279.2012.02084.x
- Romero-Rodríguez, L. M., Ramírez-Montoya, M. S., & Aguaded, I. (2020). Determining factors in MOOCs completion rates: Application test in energy sustainability courses. Sustainability (Switzerland), 12(7). https://doi.org/10.3390/su12072893
- Sahil, S. A. S., & Hashim, R. A. (2011). The Roles of Social Support in Promoting Adolescents’ Classroom Cognitive Engagement through Academic Self-Efficacy. Malaysian Journal of Learning and Instruction, 8, 49–69.
- Santi, E. A., Gorghiu, G., & Pribeanu, C. (2020). Teachers’ Perceived Self-Efficacy for Mobile Teaching and Learning. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1), 157–166. https://doi.org/10.18662/rrem
- Sezgintürk, M., & Sungur, S. (2020). A multidimensional investigation of students’ science self-efficacy: The role of gender. Elementary Education Online, 19(1), 208–218. https://doi.org/10.17051/ilkonline.2020.653660
- Sharma, H. L., & Nasa, G. (2014). Academic Self-Efficacy: a Reliable Predictor of Educational Performances. British Journal of Education, 2(3), 57–64.
- Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. Internet and Higher Education, 19, 10–17. https://doi.org/10.1016/j.iheduc.2013.04.001
- Simpkins, S. D., Liu, Y., Hsieh, T. Y., & Estrella, G. (2020). Supporting Latino high school students’ science motivational beliefs and engagement: examining the unique and collective contributions of family, teachers, and friends. Educational Psychology, 40(4), 409–429. https://doi.org/10.1080/01443410.2019.1661974
- Tran, T., Hoang, A. D., Nguyen, Y. C., Nguyen, L. C., Ta, N. T., Pham, Q. H., Pham, C. X., Le, Q. A., Dinh, V. H., & Nguyen, T. T. (2020). Toward sustainable learning during school suspension: Socioeconomic, occupational aspirations, and learning behavior of vietnamese students during COVID-19. Sustainability (Switzerland), 12(10). https://doi.org/10.3390/su12104195
- Tyley, S. (2012). Blended learning. Fire Risk Management, SEPTEMBER, 26–30. https://doi.org/10.4018/ijwltt.20211101.oa13
- Umar, I. N., & Rathakrishnan, M. (2012). The Effects of Online Teachers’ Social Role and Learning Style on Students’ Essay Writing Performance and Critical Thinking in a Wiki Environment. Procedia - Social and Behavioral Sciences, 46, 5730–5735. https://doi.org/10.1016/j.sbspro.2012.06.506