scholarly journals Hubungan antara Self Efficacy dengan Flow Akademik pada Siswa Akselerasi SMPN 1 Sidoarjo

2016 ◽  
Vol 3 (2) ◽  
pp. 249-260
Author(s):  
Eni Purwati ◽  
Mashubatul Akmaliyah
Keyword(s):  
Self Efficacy ◽  
Flow Condition ◽  
Learning Activity ◽  
Academic Activity ◽  
Correlational Quantitative

Academic Flow is a condition where person feel comfortable, able to concentrate, has inner motivation, and also able to enjoy doing academic activity. Self efficacy is believe inside someone has the ability to decide correct behavior to achieve desired success. Purpose of this research is to know the correlation between self efficacy and academic flow on student acceleration. Self efficacy is acknowledged as the trigger which pushes someone learning activity until they had flow condition. This research is correlational quantitative with a subject 24 acceleration students. The result of the study showed correlation between self efficacy and academic flow on acceleration students positive linear, which is mean the higher self efficacy the higher academic flow. High self efficacy able to control the behavior to maintain the effort to do the assignment which make easy to reach the academic flow.

scholarly journals Development of Physics Teaching Instruments Belong to Cooperative Group Investigation Model to Improve Students’ Self-Efficacy and Learning Achievement

2018 ◽  
Vol 7 (2) ◽  
pp. 1464
Author(s):  
Gusti Ayu Rai Tirta ◽  
Prabowo Prabowo ◽  
Sunu Kuntjoro
Keyword(s):  
Cooperative Learning ◽  
Self Efficacy ◽  
Lesson Plan ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Learning Activity ◽  
Physics Teaching ◽  
Learning Achievement ◽  
Model Type ◽  
Type Group

This study aims to produce physics teachinginstruments with cooperative learning model type group investigation to improve students self-efficacy and learning achievement. Development of teachinginstrumentsusing Kemp model. The experimental design uses a one-pretest-posttest design model with three time replications. Subjects in this study are teachinginstruments and students of class XI MIPA. This research was conducted at SMA Negeri 3 Singaraja-Bali in the academic year of 2017/2018. Data were collected using validation method, questionnaire, observation, questionnaire and test. Data analysis techniques used are qualitative descriptive analysis and parametric statistical analysis. The results showed that the developed teachingintruments were valid, practical, and effective.The validitywas indicated by the average scores in a good categoryforlesson plan, BAS, student worksheet, achievement test and self-efficacy questionnaire.The practicisibilitywas showed by: (a) a good implementation of the lesson plan, (b) student activity is in excellent category, (c) the readability of BAS and student worksheet are in moderate categories, and (d) the obstacles during the learning activities can be overcome.The effectiveness was indicated by: (a) students’ learning achievement has increased significantly; (b) students’ self-efficacy has increased significantly; and (c) students respond is positive to the learning instruments and learning activity.  In conclusion, physics learning instruments with cooperative learning model type group investigation can be used to improve students’ self-efficacy and learning achievement.

scholarly journals A Game-Based Learning Activity to Promote Conceptual Understanding of Chordates’ Phylogeny and Self-Efficacy to Learn Evolutionary Biology

2021 ◽  
Vol 10 (4) ◽  
pp. 1937-1951
Author(s):  
Santhanat Punyasettro ◽  
Pratchayapong Yasri
Keyword(s):  
Self Efficacy ◽  
Evolutionary Biology ◽  
Phylogenetic Trees ◽  
Learning Activity ◽  
Evolutionary Relationships ◽  
Card Game ◽  
Game Based Learning ◽  
School Students ◽  
Post Test ◽  
Thé Vert

<p style="text-align: justify;">Understanding phylogenetic trees representing evolutionary relationships of living organisms is essential in school biology. Traditional instructions based on lectures and textbooks with pictorial presentations have been proven ineffective to promote students’ understanding of the concept. This study, therefore, developed a game-based learning activity called the VERT card game to enhance students’ learning of the phylogenetic taxonomy of chordates. The VERT card game was designed to lay the foundation for different characteristics of chordate classes, as well as to allow students to construct and interpret their evolutionary relationships based on the phylogenetic tree. The effectiveness of the VERT card game was verified by a pre-test and post-test design with 109 middle school students in Thailand. The statistical result revealed that students’ mean scores increased significantly in the post-test, compared to the pre-test, indicating their improved understanding. In addition, after participating in the learning activity, the student participants were found to increase their self-efficacy to learn evolutionary biology statistically. Also, it showed positive views towards the usefulness of the developed card game as a large number of them expressed that they would like to use it for their lesson reviews and wished to have this form of learning activity in other topics in biology.</p>

scholarly journals The Power of Feedback and Reflection: Testing an Online Scenario-based Learning Intervention for Student Teachers

2020 ◽  
Author(s):  
Lisa Bardach ◽  
Robert Klassen ◽  
Tracy Lyn Durksen ◽  
Jade V. Rushby ◽  
Keiko Bostwick ◽  
...  
Keyword(s):  
Student Teachers ◽  
Self Efficacy ◽  
Positive Impact ◽  
Intervention Group ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Significant Positive Effect ◽  
Group 2 ◽  
Positive Effect

Advances in research on educational technologies and increasing access to computers offer teacher education providers numerous tools and opportunities for supporting student teachers. However, systematic investigations of online interventions using complex classroom scenarios (scenario-based learning activities) are currently lacking. This study therefore aimed to test whether an online scenario-based learning activity has a positive impact on student teachers’ self-efficacy and emotional, motivational, and cognitive classroom readiness before they start their first teaching practicum. In order to draw differentiated conclusions, we explored whether the effectiveness of the intervention depends on the inclusion of automatized expert teacher feedback and the opportunity to reflect on the scenarios. A total of 238 Australian student teachers (64.3% females, mean age = 23.84 years, SD = 6.64) participated in the study. The student teachers were randomly assigned to one of three experimental conditions: waiting-control group (online scenario-based learning activity), intervention group 1 (online scenario-based learning activity and feedback) and intervention group 2 (online scenario-based learning, feedback, and reflection). The findings indicated that, as compared to the control group, both intervention types had a significant positive effect on cognitive classroom readiness. A significant positive effect on self-efficacy was found for intervention group 2. Overall, our research demonstrates the potential of an easy-to-implement online intervention in enhancing self-efficacy and classroom readiness and points towards the importance of combining feedback and reflection within online scenario-based learning activities.

scholarly journals Improving Students' Critical Thinking and Self-Efficacy by Learning Higher Order Thinking Skills Through Problem Based Learning Models

2021 ◽  
Vol 10 (3) ◽  
pp. 495
Author(s):  
Dadang Saepuloh ◽  
Ambuy Sabur ◽  
Sri Lestari ◽  
Siti U’tiyatul Mukhlishoh
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Research Result ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activity ◽  
Higher Order Thinking Skills ◽  
Pbl Model

Higher-order thinking skills critical to being applied and developed in learning. Because the learning activity is focused on the higher-order thinking skills development, then learning activities will be more influential, effective, and efficient, so that the intellectual abilities of teachers and students become more skilled, it positively will affect the increase in the quality of education. There is a gap in students' critical thinking ability based on the pre-research survey results. The basic level of thinking is in the poor category, and self-efficacy is still lacking. This study aims to determine the extent to which the application of higher-order thinking skills learning through the problem-based learning (PBL) model improves student's critical thinking and self-efficacy. This study uses a quasi-experimental design and data collection techniques in tests, questionnaires, and observation sheets. This study's population was 123 students, sampling using a convenience sampling technique so that the sample used was 62 students. Based on the research results, there are differences. There is an increase between students' critical thinking skills and self-efficacy who use the PBL model rather than the conventional model. The research result implies that the PBL model is highly recommended for economics teachers. Still, it is necessary to provide innovation in the learning model so that in the learning process, it uses one model and innovates with other models.

scholarly journals Test Diagnosing Of Learning Activity

2016 ◽  
Vol 12 (4) ◽  
pp. 99-110
Author(s):  
Roman Yavich ◽  
Alexander Gein ◽  
Alexandra Gerkerova
Keyword(s):  
Learning Activity ◽  
Academic Activity ◽  
Diagnostic Potential

The technology of criteria-oriented testing enhanced by the reflexive components is suggested in this article. Tests made according to this technology are called academic activity tests. The student chooses or formulates not the answer to the problem but an action that is productive in his opinion. So, this type of tests helps not only check the accuracy of the achieved results, but traces the course of its getting. The main characteristics of such tests that make it possible to estimate it diagnostic potential are presented. Among these are variability of the test and the length of the minimum and maximum trajectory of the result achievement. The test of this kind with the discussion of its diagnostic possibilities is given as an example

scholarly journals The Student-Created Poster: A WebQuest Active Learning Strategy in Online Environments

2020 ◽  
Vol 3 (1) ◽  
pp. 75-84
Author(s):  
Hilda Rakerda ◽  
Nur Arifah Drajati ◽  
Ngadiso Ngadiso
Keyword(s):  
High School ◽  
High School Students ◽  
Active Learning ◽  
Self Efficacy ◽  
Learning Strategy ◽  
First Grade ◽  
Learning Activity ◽  
School Students ◽  
High School English ◽  
Personal Learning

Posters are one of the school project artifacts that students could create to engage themselves in their knowledge building at school. Combine with WebQuest as the active learning instruction platform in an online learning, creating posters increase students’ engagement, build interest in topic learned, inspire higher-level independent thinking, and motivate student on their personal learning experiences. The aim of this study was to investigate student-created poster as an active learning approach in an online environment using WebQuest to inform instructional practices of student-created poster. This study used a case study method to explore the phenomenon occurred during the elective English course in the first grade of senior high school at Indonesia. Data analyzed in this study included 21 high school students, students’ posters and the classroom observation done in 5 weeks.  The finding of this qualitative study revealed that student-created poster utilizing WebQuest as the instructional learning method was an active learning activity that improve students perception of self-efficacy in comprehend the reading text and write the information in poster and evidence of student engagement of behavioral, affective and cognitive domains. Themes derived from the perception of the participants included: perceived self-efficacy, the novelty or usefulness of creating a poster, and the technical and content knowledge. Student-created poster as an active approach using WebQuest can be included in the context of High School English learning to enhance the English skills of students and foster integrative skills of the 21st century. Practical implications for teachers when designing poster assignments created by students using WebQuest include (a) following a model for the development of posters; (b) providing extra time for content acquisition and revisions; and (c) incorporating group evaluation.

scholarly journals The Effects of Hackathons on the Entrepreneurial Skillset and Perceived Self-Efficacy as Factors Shaping Entrepreneurial Intentions

2020 ◽  
Vol 10 (3) ◽  
pp. 73
Author(s):  
Izabela Szymanska ◽  
Tom Sesti ◽  
Hali Motley ◽  
George Puia
Keyword(s):  
Learning Outcomes ◽  
Self Efficacy ◽  
Entrepreneurial Intentions ◽  
Learning Activity ◽  
Future Research ◽  
Test Model ◽  
Entrepreneurial Learning ◽  
Self Confidence ◽  
Research Areas ◽  
Primary Means

Purpose: While traditional university programs primarily use regularly scheduled classes as the primary means for developing students, this program evaluation explores the direct effects of intensive entrepreneurial learning activity in the format of a hackathon. This is one of the first papers to explore the learning outcomes of hackathons as an intensive entrepreneurial pedagogy. Design/methodology/approach: The researchers implemented a pre-test/post-test model with students participating in an entrepreneurship hackathon and tested the changes in their confidence levels in the ability to craft a successful entrepreneurial venture. Findings: The results support a hackathon model of entrepreneurial learning. As the result of a one-day workshop, significant results were achieved for self-reported ability in identifying a viable entrepreneurial concept, and for having the ability to successfully launch a new venture. Further, class standing and prior entrepreneurial courses, as well as gender did not influence the learning outcomes. Importantly, while hackathon-generated increases in entrepreneurial self-efficacy proved to be statistically significant, same gains proved not to be significant in a traditional entrepreneurship class setting. Authors conclude that short, intensive entrepreneurship learning methods like hackathons may be more effective in developing entrepreneurial self-efficacy than semester long courses. Originality/value: A hackathon is likely an effective entrepreneurial learning methodology suitable for a general student population which includes students with limited knowledge of and interest in entrepreneurship. The usefulness of a hackathon for entrepreneurial learning has potential implications for educators, scholars and policy makers. For educators, a hackathon approach may outperform a number of traditional entrepreneurship pedagogies in the form of lectures, case studies, class discussions or even a business plan development over a semester-long course. A hackathon may also allow students to gain entrepreneurial skills and self-confidence much quicker and using less resources than in a traditional entrepreneurial course. The potential reasons for these findings as well as their implications are discussed along with future research areas.

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