Predictive Validity of Teaching Efficacy Beliefs on Teaching-Learning Conceptions: A Study of Physical Education Teacher Candidates

This study aimed to determine the relationship between the teaching efficacy of physical education teacher candidates and their teaching-learning conceptions and to determine the validity of the level of teaching efficacy predicting teaching-learning conceptions. The study group consisted of 433 teacher candidates studying in physical education and sport teaching departments. The study revealed that teacher candidates’ teaching efficacy levels and their adoption of constructivist conceptions were high and that teacher efficacy levels were important predictors of teaching-learning conceptions.

PENGARUH ORIENTASI PEMBELAJARAN DAN KONSEPSI BELAJAR TERHADAP PRESTASI AKADEMIK MAHASISWA TAHUN PERTAMA

ABSTRACTThis study aims to give an overview of learning orientation and learning conception on academic achievement of first year university students. learning orientation are the reason that motivates one to study, while learning conceptions are student’s beliefs and views on learning and related phenomena, both are affective dimension known to influence the quality of learning. This study used a mixed-methods approach, quantitative and qualitative. Third semester psychology student (N=207)from private university filled out Inventarisasi Cara Belajar (Part B), the adapted translated versions of the Inventory of Learning Styles, which used to measure learning orientation and student learning conceptions and their influence on academic achievement, which is seen through the Grade Point Average. Qualitative data is obtained through focus group discussions conducted in a group of students with high GPA and one group of students with a low GPA. The mean age of participants was 18,8 years with 11% males and 89% females. Data analysis using multiple regression showed, certificate directed variables, and ambivalent in learning orientation and cooperation variables in the conception of learning were able to predict student academic achievement with a negative correlation. Several other factors that influenced student academic achievement, including regulation of learning Self-regulation, peer influence, and leadership initiative. ABSTRAKPenelitian bertujuan untuk memperoleh gambaran pengaruh orientasi pembelajaran dan konsepsi belajar terhadap prestasi akademik mahasiswa tahun pertama. Orientasi belajar adalah alasan yang mendorong seseorang untuk belajar dan kuliah, sedangkan konsepsi pembelajaran adalah keyakinan dan pandangan tentang pembelajaran dan fenomena terkait, keduanya merupakan dimensi afektif proses belajar yang ikut menentukan kualitas hasil belajar mahasiswa. Penelitian ini menggunakan mixed method, yakni pendekatan kuantitatif dan kualitatif. Sebagai data kuantitatif sejumlah 207 mahasiswa semester tiga dari fakultas psikologi universitas swasta mengisi kuesioner Inventarisasi Cara Belajar (Bagian B) sebuah alat ukur adaptasi dari Inventory of Learning Styles. Inventarisasi Cara Belajar digunakan untuk mengukur gambaran orientasi pembelajaran dan konsepsi belajar mahasiswa serta pengaruhnya terhadap prestasi akademis, yang dilihat melalui Indeks Prestasi Kumulatif. Data kualitatif diperoleh melalui diskusi kelompok terarah pada satu kelompok mahasiswa dengan IPK tinggi dan satu kelompok mahasiswa dengan IPK rendah. Usia rata-rata partisipan adalah 18,8 tahun, dengan 11% laki-laki dan 89% perempuan. Hasil analisis data menggunakan multiple regression menunjukkan bahwa variabel certificate directed, dan ambivalent dalam orientasi pembelajaran dan variabel cooperation dalam konsepsi belajar mampu memprediksi prestasi akademis mahasiswa dengan korelasi negatif. Beberapa faktor lain yang ditemukan memengaruhi prestasi akademis mahasiswa, di antaranya regulasi pembelajaran Self-regulation, Peer influence, dan Initiative Leadership.