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Dynamic fluid is a branch of physics that underlies several phenomena in everyday life. The 21st century skills are a new challenge for workers. This certainly affects the students to prepare them to face these challenges. Creative thinking skills are needed to prepare students to meet the challenges of the 21st century. The level of self-efficacy of students can influence these creative thinking skills. Students' thinking skills still need to improve, and the role of STEM in learning is still sporadic. This research method is a quasi-experiment with treatment by level 2 x 2 design. The research sample consisted of two groups: a group of students who were given the STEM treatment and a group of students who were given the STEM-PjBL treatment. Each group was given a self-efficacy test to group students with low efficacy and students with high self-efficacy. The research data has homogeneous variance and normal distribution as a condition for further hypothesis testing. The next test was carried out by an interaction effect test, which stated an interaction effect between the learning treatment and self-efficacy on students' creative thinking skills. The final test is the sample effect with the independent sample t-test, and a significance value of 0.000 is obtained, which means that there is a difference in the value of the creative thinking skills of students who are treated with STEM and STEM-PjBL for students who have high self-efficacy and a significance value of 0.046, which means there is a difference the value of the creative thinking skills of students who are treated with STEM and STEM-PjBL in students who have low self-efficacy. [ABSTRACT FROM AUTHOR]

The Industrial Revolution 1.0 to the Industrial Revolution 4.0 has impacted various aspects of human life, including education and learning. One of the impacts in the world of education that is currently increasing is the trend of empowering thinking skills in students, including creative thinking skills. In biology learning, creative thinking is closely related to generating innovative ideas, formulating new solutions, and expressing oneself uniquely. When students are capable of thinking creatively, students have an excellent opportunity to solve various problems, design independent work steps, and evaluate solutions that have been implemented. One of the efforts to empower students' creative thinking is by implementing innovative learning models such as RQA (Reading, Questioning, Answering), which is carried out at a particular time. This study aims to determine how implementing the RQA empowers students' creative thinking skills. This research using a quasi-experimental method involves two research subjects: students in the control class and the experimental category at SMAN 9 Malang, East Java, Indonesia. Students' creative thinking data in the form of pre-test and post-test scores obtained from essay tests using the rubric of Assessing Creativity: A Guide for Educators by Treffinger et al. The pre-test and post-test data were then analysed through prerequisite tests and hypothesis testing. Based on the tests, it was found that the RQA learning model has the potential to significantly empower students' creative thinking skills with a 5.85% increase and a significance value of 0.00 (ηp2= 0.183). According to this potential, it can be stated that RQA is one of the learning models that can be used as an alternative to empower creative thinking skills in students. [ABSTRACT FROM AUTHOR]

Students in this Industry 4.0 era need to be prepared with high competitiveness, namely great enthusiasm and optimism, developing their potential and abilities, especially self-efficacy and good cognitive abilities. Self-efficacy is essential in the education sector as it can affect the cognitive processes, motivation, action, and achievement of students. Students with high self-efficacy are more diligent and do not give up easily when faced with failure and difficulties. This study is survey research that aims to determine the level of self-efficacy of students at SMAN 1 Singosari, Malang district. The population in this study were students of 11th class SMAN 1 Singosari, which consisted of 7 classes with a sample of 32 students. The sampling technique used is simple random sampling. The data collection technique used a self-efficacy questionnaire from Gafoor & Asraf and interviews. The data were analysed by quantitative description, namely calculating the scores obtained from the results of the questionnaire. The results showed that students' self-efficacy was in a low category with an average of 48.00, which means that students' self-efficacy at SMAN 1 Singosari needs to be trained. 71.87% of students are in the low category, 28.12% are in the medium category, and 0% are in the high category. Students' self-efficacy is low because the learning process has not been empowered, and the learning model used by the teacher has not been able to train students' self-efficacy. [ABSTRACT FROM AUTHOR]

Technological advances have had a major influence and contribution to the world of education. This study aims to determine the effect of the Learning Management System (LMS) Schoology-assisted Reciprocal Teaching model on students' self-efficacy in learning mathematics. This research is a quasi-experimental study with a population of 276 students of class VIII in one of the Yogyakarta State Junior High Schools for the 2020/2021 academic year. The sample in this study consisted of two randomly selected classes, namely class VIII C as the experiment group and VIII B as the control group. The instrument used in this study was a student self-efficacy questionnaire in learning mathematics. Instrument data were analyzed using the Independent Sample t-Test to determine the effect of LMS Schoology-assisted Reciprocal Teaching on students' self-efficacy. The results showed that the Reciprocal Teaching model assisted by LMS Schoology affected students' self-efficacy. The impact is known from the output of hypothesis testing, which shows the value of p-value (2-tailed) < α, which is 0.042 < 0.050, and the value of tcount > ttable, which is 2.704 > 1.668, where the average score obtained by the experiment group is superior to the control group. [ABSTRACT FROM AUTHOR]

This study aims to provide information related to chemical teachers' perceptions of chemical literacy, cognitive learning strategies, and self-efficacy in high school students in East Lombok. The research sample was five chemistry teachers (four female, one male). The sampling technique was done by purposive sampling. Data were collected using face-to-face open interviews (one-on-one), and participants were given 15 questions and collected in the form of video and voice recordings. The study results found that the terms chemical literacy and self-efficacy were still foreign to some teachers. They revealed that students' chemical literacy was still low. The student's chemical literacy ability was still in the content and context domain. The teaching and cognitive learning strategies most often applied by teachers and students in the classroom were rehearsal and discussions. More teachers reported that the rehearsal strategy was the most effective cognitive learning strategy to improve students' chemical literacy. The teacher also revealed that mastery experience, vicarious experience, and verbal persuasion were the most influential sources of self-efficacy to increase students' self-efficacy in learning chemistry. They revealed that chemical literacy, cognitive learning strategies, and self-efficacy influence each other, where cognitive learning strategies can improve students' self-efficacy and chemical literacy. Considering these results, teachers must improve their understanding of chemical literacy, cognitive learning strategies, and self-efficacy to help students improve their chemical literacy, learning strategies, and self-efficacy. [ABSTRACT FROM AUTHOR]

This research is descriptive research that aims to determine whether there is a difference in the self-efficacy of early- and final-level students as pre-service physics teachers. The research instrument used a self-efficacy questionnaire consisting of 18 statements, with details of three statements representing the Content Knowledge (CK) domain, nine statements representing the Pedagogical Knowledge (PK) domain, and six statements representing the Pedagogical Content Knowledge (PCK) domain. The research was conducted at a physics education study program in Indonesia. The research participants were 62 students, consisting of 32 early-level and 30 final-level students. Data analysis showed that the average self-efficacy score of early-level students was 6.58, and that of final-level students was 6.66, both in the high category. From the mean scores showed that, in general, the self-efficacy of final-year students was higher than that of early-year students. Still, based on the Mann-Whitney test, there was no significant difference between the self-efficacy of early and final-year students. Further analysis of students with low self-efficacy, they were not sure they could teach well because they did not have much teaching experience. Based on these results, study programs and lecturers need to design lecture activities that can enrich the teaching experience of students as pre-service teachers. [ABSTRACT FROM AUTHOR]

Self-efficacy is the belief that a person has in acting to achieve the desired goal. The level of self-efficacy owned by students can affect the ability of students to solve a problem. This research aims to develop and test the scale to determine the students' self-efficacy mathematics in mathematics learning to have a good validity and reliability level. This research was conducted using a quantitative approach. The research population is all students of grade X high school in Bekasi Regency. The sample of 213 students came from three different schools selected using simple random sampling. Self-efficacy dimensions used are level, generality, and strength with a total number of items 15 items. The Lisrel program version 8.80 and Confirmatory Factor Analysis (CFA) employing Second-Order Confirmation Factor (SOCF) are used to analyze the data. Data analysis revealed that the 14-statement mathematics self-efficacy measure created for mathematics learning is valid and trustworthy. The self-efficacy component, which includes level, generality, and strength, is the one on which the scale's development was founded. Additionally, the generality factor plays the most role in developing students' mathematical self-efficacy. [ABSTRACT FROM AUTHOR]

This study aimed to determine the influence of student self-efficacy and parenting on student mathematics learning achievement. This research uses a quantitative approach, with a correlational design of expost facto research types. The data collection techniques in this study are questionnaires and documentation. The questionnaire sheets used in this study were divided into two, student self-efficacy and parenting. Documentation is used to obtain data on mathematics learning outcomes taken from Even Midterm Exam scores. Data analysis techniques use multiple regression tests. The results of the analysis showed that (1) There was a significant influence between student self-efficacy and student mathematics learning achievement of 0,61 (tcount=3,34 > ttable=1,7). (2) There is a significant influence between parenting and student mathematics learning achievement of 0,234 (tcount=2,19 > ttable=0,361). (3) There is a significant influence between student self-efficacy and parenting on student math learning achievement by 30% (F0=5,8 > Fα=3,35). [ABSTRACT FROM AUTHOR]

This study investigates the effect of using the "Go-Chemist!" on students' self-efficacy regarding chemistry and technology on hydrocarbons. This study used a quasi-experimental pre-test-posttest design. The respondents were 72 students (25 males and 47 females) at a public high school in Jakarta, Indonesia. Students in the experimental group (n = 36) were instructed to use the "Go-Chemist!" app, and students in the control group (n = 36) were taught using printed textbooks. All students in both groups completed the Self-Efficacy Scale towards Science and Technology (SESST) before and after the intervention to measure their level of self-efficacy on the topic of hydrocarbons. Independent and paired sample t-tests were used to analyze the difference and increase in scores between the experimental and control groups. The results reflected that students in the experimental group were superior, and there was a significant increase in the mean score compared to the control group concerning self-efficacy. Based on the findings, we recommend that teachers and students use the "Go-Chemist!" app to promote students' self-efficacy toward chemistry and technology on the topic of hydrocarbons to a satisfactory level. [ABSTRACT FROM AUTHOR]

Online learning experience is an important research direction of college students' online learning in recent years. It is an important way to measure the effectiveness of online learning by measuring college students' learning experience and actual feelings in online learning with the help of online learning experience scale. According to the literature review, student self-efficacy, student motivation and student engagement are the important dimensions that constitute and affect college students' online learning experience. According to the scientific scale preparation process, through the first draft project preparation, reliability and validity test, scale test and item analysis, exploratory factor analysis, confirmatory factor analysis and other steps, the research developed an online learning experience scale containing 64 items. After testing, the scale has good reliability and validity, which enriches the research of online learning experience measurement tools. [ABSTRACT FROM AUTHOR]

This study is quantitative research with a quasi-experimental approach. The research design is a non-equivalent control group, covering two classes, namely the control and experimental classes. The aim is to explore the influence of the Missouri Mathematics Project (MMP) learning model on mathematics problem-solving skills based on the self-efficacy of elementary students. The population of the study was all students of grade 5 at SD Negeri 3 Parepare, South Sulawesi, which involved two classes. A cluster random sampling approach was used to determine the sample. Data collection techniques used tests to obtain the results of mathematics problem-solving skills, observation sheets for learning implementation, and questionnaires for students' self-efficacy. Descriptive and inferential statistical analysis techniques were used to examine data analysis methodologies. The study's results reveal that 1) implementing the MMP and Discovery Based Learning model can improve students' mathematics problem-solving skills. 2) there is a difference in the effect of students' mathematical problem-solving abilities who have high self-efficacy after applying the MMP learning model and Discovery Based Learning. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic has altered learning processes and other facets of classroom instruction. The development of students' self-efficacy during the learning process is critical to describe in order to attain future learning goals and achievement. Self-efficacy measures the extent to which pupils can execute and complete specific tasks. This study was conducted on students from Tadris Biology Department at IAIN Ternate in North Maluku, Indonesia. The research sample consisted of 40 students, 25 of whom were female and 15 of whom were male. Prior to their usage, the instrument employed in the investigation had been declared valid and reliable by experts and practitioners. A self-efficacy questionnaire was used to collect data. The results indicated that on average, Biology students in the RQANI classroom had a self-efficacy score of 81.00 (quite confident). Female students scored higher on various facets of self-efficacy, including tenacity, the ability to adapt to difficult tasks, the ability to avoid situations and behaviors that are beyond their skills, as well as cognitive and affective abilities. Several components of self-efficacy, however, must be cultivated in students. The findings of this study are expected to provide insights to secondary and tertiary level teachers on the importance of improving students' competence, abilities, and confidence, particularly amid this COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This research aims to describe how mathematical literacy ability and the factors caused in terms of students' self-efficacy. This research uses a qualitative method. The subjects in this research were grade X students at MA Nudia for the academic year 2021/2022. The selection of subjects in this research using purposive sampling which resulted in two students for each category of low, medium, and high self-efficacy. Data was collected using observation, interviews, and documentation. Data was analyzed using triangulation, reduction, and descriptive analysis. The results showed that students with low self-efficacy have not been able to formulate problems in mathematics, students with medium self-efficacy are able to formulate problems in mathematics but are less able to use concepts, procedures, facts, reasoning, and skills in mathematics, while high self-efficacy mathematical literacy ability works well. The causes of low mathematical literacy skills are lack of understanding of the questions, lack of practice about forms of literacy, lack of accuracy, and lack of self-efficacy in students themselves. [ABSTRACT FROM AUTHOR]

Building scientific argumentation is one of the students' abilities in expressing ideas based on evidence, data, and theories that support the ideas related to scientific phenomena. This ability is important and interesting to study, especially when viewed from aspect of student's ability to solve problems/difficulties (adversity quotient) and the aspect of student self-efficacy. This study has a purpose to examine students' ability to build scientific argument about the concept of acid-base viewed from two aspects, namely their ability to solve problems (adversity quotient) and self-efficacy. The present study employs a descriptive-quantitative approach, in which the researcher does not treat certain content learning. The respondents consist of 100 students majoring in chemistry at one of the state universities in Northern Indonesia. Furthermore, the instruments used are adversity quotient (AQ), self-efficacy (SE), and ability tests to build scientific arguments about acid-base concept. The results shows that no relationship between students' ability to build scientific argumentation and their ability in AQ and SE. It is also found that students with high AQ ability are only able to explain the concept of acid-base in the manufacture of salt crystals. Further, they tend to be weak in explaining the phenomenon of acid rain, the use of antacids for ulcer disease, the use of dolomite fertilizers, and the acidity of HCl and H2SO4 solutions. In addition, there is no student with high SE, and most of them tend to be weak in explaining the previous five science phenomena of acid-base. Thus, these findings become an important input for the development of learning strategies in the future. [ABSTRACT FROM AUTHOR]

This paper sought to investigate the effectiveness of teacher-centred approach and PjBL approach on self-efficacy in Mandarin Language Arts among elementary students. The independent variable of the study is the implementation of teacher-centred approach and PjBL approach while the dependent variable is self-efficacy among elementary students. This quantitative research with quasi-experimental design consisted of two groups of 30 students each from two classes coming from two different elementary schools in northeast Penang Island district. This study utilized questionnaire as instrument for collecting data and stored using SPSS. Data were analysed using ANCOVA to examine the significant differences between post-test scores within two groups by controlling the pre-test scores. The results of this study showed that null hypothesis is rejected as p <. 05 and there is a significant effect of teacher-centred approach and PjBL approach on participants' self-efficacy after controlling the pre-test scores. However, the PjBL group affected more on the variable because the mean is higher compared to the teacher-centred approach group. This research contributes to both the field of Mandarin Language Arts and an understanding on the pedagogy of PjBL. This research has implications for teaching practice, especially how PjBL can impact students' self-efficacy. PjBL enable teachers to align with the objectives in Malaysia Education Blueprint on differentiated teaching while equipping students with project-based skills necessary for future employment. [ABSTRACT FROM AUTHOR]

Career exploration as one of the tasks of individual development still caused problem that has an i lack of confidence on students when they want to decide a career choice after graduated. Career guidance is Although there are many career intervention models, one of which used a career planning guidebook. The train make an effort to use innovative ways to capture students' attention and make the process become more enjoy effective. However, there has been no yet research on the effectiveness of career planning guide measured application, so make it easier for students to get an overview of their career planning and helped academician to p career decisions self-efficacy in field of entrepreneurship. Especially during the Covid-19 pandemic, the used online course and assessment offered by web application more efficient. Therefore, this study was carried out objective to determine the effectiveness of web-based career planning guide (e-CarPlan) toward career decisi efficacy in construction business. Online measurement for evaluations were used to collect data from 44 civil eng students and the scales were tried out among 127 students from three universities for reliability test. Descriptive and regression were used to forecast the results of the categorization showed factors entrepreneurial career decis result of analysis show a value of 0.735, p = 0.000 (p <0.01) which means that there is a relationship betwee planning and career decisions self-efficacy using e-CarPlan. In conclusion, e-CarPlan offers the usefulness a ne planning technology. [ABSTRACT FROM AUTHOR]

Critical Thinking Skills (CTS) are one of the must-have skills for students in the 21st century. Research related to CTS students in Indonesia discusses how student CTS, including discussing the factors that affect student CTS, one of which is the influence of student self-efficacy. This study will review the literature using systematic literature review related to whether self-efficacy affects students' CTS. The criteria of literature used in this study are journal articles or conference proceedings indexed Scopus, Sinta, or Google Scholar with a maximum year of publication of the last 5 years (year 2017-2021). The purpose of this study is to identify, review, and make conclusions from literature relevant to the influence of self-efficacy on students' CTS on mathematics subjects. Based on the results of the analysis of data from the literature that became the research data, self-efficacy affects students' CTS in mathematics subjects. With this research can provide information related to the influence of self-efficacy on student CTS as well as opportunities to conduct research related to self-efficacy and CTS. [ABSTRACT FROM AUTHOR]

Current learning strategies need to involve students in assessing what is being studied, one of which is self-assessment and self-efficacy. Self-assessment and self-efficacy can help students to recognize their weaknesses or shortcomings in an effort to achieve learning goals. This study aims to determine the relationship between self-assessment and student self-efficacy with learning outcomes in the Chemical Physics courses. This research was conducted from August to September 2020 on 67 pre-service chemical teachers in Chemistry Education Departement who were taking Physical Chemistry courses. Collecting data using a self-assessment questionnaire and a self-efficacy questionnaire. The research method used in this research is correlational research. The data obtained were analyzed by descriptive and multiple correlational analysis methods. The results showed that Self-assessment and Self-efficacy were closely related to learning outcomes. This is indicated by the correlation coefficient value of 0.786 which means it is included in the strong category. It can be concluded that when students have high self-assessment and self-efficacy, the results obtained will also be satisfactory. [ABSTRACT FROM AUTHOR]

Students' self-efficacy is known to determine the development of one's critical thinking skills. The present study aimed to find out the relationship between self-efficacy and critical thinking skill among 2nd grade students of an Indonesian public junior high school in motions and forces materials, (2) the effect of each dimension of self-efficacy (i.e., level, generality, and strength) on critical thinking ability. To this end, this correlational study involved 62 students who were recruited using cluster random sampling technique. The participants were asked to fill the questionnaire and three-tier multiple choice questions. The data were analyzed using bivariate correlation techniques and simple regression tests. This study found that self-efficacy was significantly related to junior high school students' critical thinking skill in motions and forces materials, as indicated by correlation coefficient of 0.784. It was also found that each dimension of self-efficacy positively affected the students' critical thinking skill, where level of self-efficacy affects the critical thinking skill by 54.9%. Keywords: self-efficacy, critical thinking skills, three tier multiple choice [ABSTRACT FROM AUTHOR]

Although some researchers have been researching the correlation between self-efficacy and mathematics anxiety, they indicated various correlations. Therefore, we conducted a meta-analysis aimed at determining the strength of the actual correlation between the two variables. Data obtained from primary studies that have been published in journals, proceedings, and dissertations from 2010 to 2021. Data conducted from 46 studies (n=48447), we found a small-to-large, negative and positive, and significant correlation between self-efficacy and mathematics anxiety. Based on analysis using the random-effect model concluded that there was a significant negative relationship between self-efficacy and mathematics anxiety. This showed that the higher self-efficacy, the lower mathematics anxiety. The correlation was in the moderate category (r=-0.164) and confidence interval was on a range -0.228 to -0.101. [ABSTRACT FROM AUTHOR]

This study aims to determine how to analyze the conceptual mastery and self-efficacy of students in learning chemistry. Prior to the analysis, empirical validation was carried out on the conceptual mastery instrument and the student self-efficacy questionnaire to be used. The validated concept mastery test instrument is an acid-base material test instrument consisting of 16 two-level multiple choice questions developed by Desiria [1]. While the student self-efficacy questionnaire is a questionnaire developed by Lin and Tsai which consists of 28 statements [2]. This study uses a quantitative descriptive method with a sample of 40 students in grade XI IPA who have studied acids and bases. The results of empirical validation showed that out of 16 questions on concept mastery, 1 question was found to be invalid, while for the self-efficacy questionnaire all questions were declared valid. Then from the results of the instrument test, an analysis of the mastery of concepts and self-efficacy was carried out based on only valid questions. The results of the analysis of students' mastery of concepts on acid and base material obtained an average value of 37.67% in the low category and students' self-efficacy in learning chemistry with an average value of 54.22% in the medium category. So that the test instruments for mastery of concepts and self-efficacy questionnaires used in this study can be used to analyze students' mastery of concepts in acid and base material for grade XI IPA MA and students' self-efficacy in learning chemistry. [ABSTRACT FROM AUTHOR]

Self-efficacy is an individual's belief in the ability that a student should have. The student's self-efficacy can affect mathematics achievement. This study aims to examine relationship of self-efficacy, parental support, ability grouping, and school status on mathematics achievement in Indonesia using PISA 2018 data. A sample used in this study with completed responses for all variables of interest was 9,239 students and 323 schools. The multilevel analyses results showed that the self-efficacy, parental support, and school status were statistically significant influencing the mathematics achievement. On the other hand, ability grouping was not a significant predictor of mathematics achievement. As the self-efficacy, parental support increased, so did the mathematics achievement. In addition, public schools had higher mathematics achievement than private schools. [ABSTRACT FROM AUTHOR]

This study aimed to describe the effectiveness of the POGIL (Process Oriented Guided Inquiry Learning) approach on students' mathematical communication skills and self-efficacy, compare its effectiveness with the scientific approach, and analyze the relationship between self-efficacy and mathematical communication in the POGIL and scientific approaches. This research was a quasi-experiment with a nonequivalent control group design. The study population was all seventh-grade students at an Islamic junior high school in Lamongan district. The research instrument consisted of a mathematical communication test and a student self-efficacy questionnaire. The effectiveness of the POGIL approach was analyzed using the Manova test and continued with the one-sample test. The difference in the effectiveness of the two approaches was analyzed by using the Manova test of two independent populations. The relationship between self-efficacy and mathematical communication skills was known using Pearson bivariate correlation analysis. The results showed that students' mathematical communication skills and self-efficacy increased after learning with the POGIL approach, but the POGIL approach was not effective on students' mathematical communication and self-efficacy. There was no difference in effectiveness between POGIL and scientific approaches in terms of mathematical communication skills and students' self-efficacy. Self-efficacy has a positive relationship with mathematical communication on the POGIL and scientific approach. [ABSTRACT FROM AUTHOR]

This study aims to modify the online learning self-efficacy scale (OLSES) developed by Zimmerman and Kulikowich (2016) and apply it to see the self-efficacy profile of students of the Department of Biology Education, Yogyakarta State University in online learning during the Covid-19 pandemic. This research approach is quantitative with a survey method conducted by giving OLSES questionnaires to 84 students from the Department of Biology Education. The OLSES instrument consists of 19 valid questions (Pearson Product Moment value of all items >.215; p <.05) and reliable (Cronbach's Alpha value.902) to be used as a self-efficacy scale in online learning. The results showed that 1 item had a median value of 3, item about the use of online libraries, but the other median items were 4 and 5, that is indicating a high self-efficacy profile of students majoring in biology education. Inferential analysis shows that students' self-efficacy online learning during the Covid-19 pandemic is not influenced by gender (p-value is.989), grade level (p-value is.756), and student study programs (p-value is.725). This study aims to modify the online learning self-efficacy scale (OLSES) developed by Zimmerman and Kulikowich (2016) and apply it to see the self-efficacy profile of students of the Department of Biology Education, Yogyakarta State University in online learning during the Covid-19 pandemic. This research approach was quantitative with a survey method conducted by giving OLSES questionnaires to 84 students from the Department of Biology Education. The OLSES instrument consists of 19 questions that were valid (Pearson Product Moment value of all items >.215; p <. 05) and reliable (Cronbach's Alpha value.902) to be used as a self-efficacy scale in online learning. The results showed that 1 item had a median value of 3, this item was about the use of online libraries, but the other median items had a value of 4 and 5, that was indicating a high profile of self-efficacy in online learning. Inferential analysis showed that students' self-efficacy online learning during the Covid-19 pandemic is not influenced by gender (p-value is.989), grade level (p-value is.756), and student study programs (p-value is.725). [ABSTRACT FROM AUTHOR]

Self-efficacy is a person's belief in his ability to complete a given task, including overcoming environmental problems. High self-efficacy and environmental literacy are known to be found in schools that implement the Adiwiyata program. Therefore, it is necessary to research the link between self-efficacy and environmental literacy of students in SMA Negeri 10 Malang. This survey uses a correlational design. The sample of this study was 644 students of classes XI and XII majoring in science and social studies who were selected using a proportionate stratified random sampling technique. The instrument used to measure self-efficacy was adopted from Albert Bandura while environmental literacy was adapted from the Middle School Environmental Literacy Survey (MSELS). Data analysis used Pearson correlation with a significance of 0.05. Based on data analysis, it shows that the self-efficacy of science students tends to be higher while the environmental literacy of students in both majors tends to be moderate, but in terms of every aspect, science students tend to be higher. Then, the correlation data analysis showed an r-value of 0.195 (very weak) and a significance value of 0.03 which means that there is a significant link between self-efficacy and environmental literacy. Differences in students' self-efficacy and environmental literacy are due to learning conditions in the laboratory and non-laboratory and motivational support from teachers and students, and differences in the types of subjects studied by students. Self-efficacy encourages students to be sustainable, pro-environmental, increase environmental knowledge, and be challenged in completing a task that triggers the behavior (the highest expression in environmental literacy). So, the higher student's self-efficacy, the higher their environmental literacy. Teachers and schools are expected to increase students' environmental knowledge by integrating environmental literacy in each subject. [ABSTRACT FROM AUTHOR]

Self-efficacy refers to a person's belief in his or her capacity to accomplish desired goals. Self-efficacy helps college students to overcome any learning problem, because belief in mastering a situation produces positive effects and is a critical factor in students' academic performance. This study aimed to assess pre-service biology teachers' self-efficacy at Universitas Siliwangi in Environmental Pollution course. A survey was conducted on 111 participants. The data were gathered through the use of a questionnaire with 50 statements and then analyzed descriptively. Statistical analysis showed that the participants earned a fair score (69.92) in Magnitude, a fair score in Strength (62.35), and a good score in Generality (72.37). This finding suggests that students are not completely familiar with self-efficacy, and hence that certain dimensions of self-efficacy require training and improvement. As a result, efforts must be made to improve students' self-efficacy. One of the efforts can be implementing learning strategies or models that can promote students' self-efficacy in the classroom. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate self-efficacy of students in the distance learning mathematics classroom. The data were collected through an online questionnaire survey. The survey of self-efficacy was based on three dimensions according to Bandura, which is magnitude, strength, and generality. The statistical population of this study was junior high school students in DKI Jakarta. Simple random sampling technique was used in this research and 105 students were drawn as the sample of this research. The collected data from questionnaire were transformed to interval data using method of successive interval (MSI). The transformed data then was analysed using descriptive data analysis to describe the level of self-efficacy students based on each dimension. Based on the three dimensions of self-efficacy, each of them is at a moderate level. However, the dimensions of strength and generality need to be further improved because it was rather poorly. The strength dimension has the lowest mean out of the other dimensions. Meanwhile on generality dimension, the number of students who had very low self-efficacy was the highest out of the other dimensions. [ABSTRACT FROM AUTHOR]

This study aims to describe the self-efficacy of prospective mathematics teacher students in terms of gender. The design of this research is descriptive research. The subject of this research is a class of second semester students (11 male and 29 female) who are taking analytical geometry lessons in the Mathematics Education Study Program, Department of Mathematics Education at a university in the city of Bandung, Indonesia. The data collection technique in this study was through a questionnaire designed according to self-efficacy indicators and filled out via Google Form. Data analysis using Rasch model assisted by Winstep software version 4.4.6. Based on the questionnaire analysis of student answers using the Rasch model, it is known that none of the male and female students' self-efficacy is negative. [ABSTRACT FROM AUTHOR]

This literature study aims to examine the potential of Problem-based learning (PBL) in online mathematics learning in developing student self-efficacy. The steps that teachers take in PBL in general are; (1) identifying problems with students; (2) organizing students to learn; (3) helping students carry out investigations to solve problems, either individually or in groups; (4) helping students to present their work; and (5) analyzing the process and student learning outcomes. These steps can still be implemented online. Theoretically, these steps have the potential to develop student self- efficacy. Online PBL, if done correctly, will be able to develop students 'optimistic attitude, students' self-confidence in their abilities, persistence, and a positive attitude in dealing with changing situations. These are some of the indicators of self-efficacy. [ABSTRACT FROM AUTHOR]

Uncertainty and data are one of the domains of the PISA mathematical literacy context. Mathematical literacy as a unity of the ability to think critically, creatively, use information, think systematically, communication, and reflect is a skill needed in the life of the 21st century which is uncertain and rapidly changing. This study aims to describe the relationship between prior achievement, self-efficiency and mathematical literacy on uncertainty and data content. A total of 300 out of 1923 high school grade students participated in this study. The results showed that the students' prior achievement based on the national mathematics exam scores for junior high school was in the medium category, the student self-efficacy was in the medium category, and mathematical literacy on uncertainty and data content was in the low category. The results also showed a correlation between prior achievement and self-efficacy with mathematical literacy on uncertainty and data content with each correlation coefficient of.423 (moderate) and.140 (low). There is the influence of prior achievement and self-efficacy together on mathematical literacy on uncertainty and data content. [ABSTRACT FROM AUTHOR]

Self-Efficacy is the ability to be confident in every situation. Self-Efficacy was important in influencing one's character and thoughts in the process of learning mathematics. Covid-19 affects the learning atmosphere has an impact on self-efficacy. This research is a qualitative descriptive that aims to get an overview of learning mathematics online in terms of self-efficacy, sampling using a purposive sampling technique. The sample of this research is the self-efficacy questionnaire students score of SMKN 6 Bekasi who consists of 30 students. Based on the results of research and discussion, it concluded that there are various kinds of difficulties that affect the results of learning mathematics that is carried out online at the level of Self-efficacy of each student. It can be seen from the learning outcomes in the form of original PAS scores, Self-efficacy questionnaires, and interviews with students. Based on the results of this research, a student with high self-efficacy still have barriers to online mathematics learning, students with low self-efficacy also have barriers to online mathematics learning, students who have low self-efficacy also always have the same problem. [ABSTRACT FROM AUTHOR]

Each individual process has an unique characteristic which distinguishes each other's students. It placed individual process as important thing in enhancing creative thinking. Descriptive-qualitative research was chosen to describe the creative thinking process on fluency indicators to solve open-ended problems in terms of self-efficacy. It uses creative thinking skills tests and interview guidelines to obtain data as an instrument to find out the level of student's self-efficacy. By means of analyzing process data which consisted of reduction, presentation, and conclusion stage, it could be shown that the creative thinking process of students with high self-efficacy solving problems at the stage of preparation, incubation, illumination, and verification. Need a respond to a new event by modifying the existing schema, so that it fits the object. other than that it can form a completely new schema that is in accordance with the object or event experienced. In students with moderate self-efficacy and low creative thinking processes that occur almost the same as integrating directly information or new knowledge into the scheme of the mind. However, not all stages of creative thinking are carried out by students with moderate and low self-efficacy, not at all. [ABSTRACT FROM AUTHOR]

Creative thinking is defined as a mental activity associated with sensitivity to problems, considering new information and unusual ideas, which an open mind, and can, make relationships in solving problems. This study aims to describe the creative thinking skills in students who have the best self-efficacy among their classmates. Research uses a qualitative descriptive approach. In order to dig up many deep information as possible, and detail of any answer of the research problems, it was taken snowball-sampling techniques. The data obtained has been considered fed up, because two reason, to compare findings between subjects and to compare from test question and interview results. Researchers who were key instruments in the study analyzed the collected data. Data was analyzed with reduction, presentation, and draw conclusion techniques. The result shown that students with the best of self-efficacy have the same tendency in working on problems. It begin with creative preparation, but in the next stage are only able to describe in detail what their understood without any variation and novelty on offer. The problem-solving process used by most people as common procedure. At the preparatory stage, self-efficacy students are able to meet fluency, flexibility, novelty, and elaboration indicators. At the incubation, illumination, and verification stages, they are able to perform elaboration indicators. [ABSTRACT FROM AUTHOR]

The increasing rate of unemployed graduates in Malaysia has received alarming attention in recents years. One of the factors that contribute to the unemployment problem is the lack of self-efficacy among graduates in making career choices. Therefore, this study was conducted to identify the self-efficacy of catering students to make decision on career field options to be pursued either as a teacher, hospitality employee or entrepreneur. The design of this study is a quantitative descriptive study through survey and questionnaire is used as research instruments. A total of 66 catering students of year 3 and 4 from Faculty of Technical and Vocational Education (FPTV) were selected as the study sample. The data obtained were analyzed using Statistical Package for Social Science (SPSS) version 22.00 software involving mean, standard deviation, and ANOVA. The results showed that the mean scores of self-efficacy of catering students were high to become teachers (M = 4.11, SD = 0.617) and followed by hospitality employee (M = 3.87, SD = 0.574) and entrepreneurs (M = 3.93, SD = 0.514). However, there was no significant difference between the three career fields with a value of p = 0.052. In conclusion, catering students have high self-efficacy in venturing into the field of career when graduating from university. Graduates need to see the importance of enhancing self-efficacy because it opens paths for career opportunities and advancement. [ABSTRACT FROM AUTHOR]

This research aimed to study the effect of learning by apperception learning to read the Qur'an and self-efficacy on Students' Mathematical Reasoning Ability. This research was carried out in senior high school in Kembangan District, West Jakarta. This research is in class XI in two schools, senior high school Sumpah Pemuda and Budi Murni. The method used in this study is experimental. The sample consisted of 60 students (30% of the population) taken by simple random sampling technique. The experimental group was XI class in senior high school Sumpah Pemuda or 30 students, and the control group was XI class in senior high school Budi Murni or 30 students. Data on mathematical reasoning abilities were collected using a test of ten essay questions and self-efficacy with a questionnaire consisting of 35 items. Data analysis in this study used ANOVA by first testing for normality and homogeneity. The results showed: (1) There was a significant influence on learning to read Al-Quran on students' mathematical reasoning ability in senior high school; and (2) has a considerable impact on self-efficacy on students' mathematical reasoning ability in senior high school. (3) There is no interaction effect of apperception learning to read the Qur'an and self-efficacy on students' mathematical reasoning ability. [ABSTRACT FROM AUTHOR]

The 21st century is a century of knowledge where information is widely dispersed and technology evolves. In order for students to succeed in life and work, students need to master some skills, knowledge and skills. Based on the observations on the biochemical learning in IKIP Budi Utomo shows that the students are still passive during the learning process, so the generic skills of science students are less honed. Teachers need to use learning models that can stimulate science generic skills of students, one of which is Search, Solve, Create and Share (SSCS) model. SSCS model can be combined using video media. The purpose of this study is to explain the empowerment of students' science generic skill using the SSCS learning model. The research design used was quasi experiment with Pretest-Postest Nonequivalent Control Group Design. The independent variable is the learning model. The dependent variable is the science generic skill. Instrumen of this research is science generic skill's observation sheet. Hypothesis test using Kruskal Wallis with significance level 0,05 (P <0,05). The results showed that students' science generic skill can be empowered using the SSCS learning model. [ABSTRACT FROM AUTHOR]

Creative thinking skills are one of the skills that are urgently needed in the 21st century. Creative thinking skills do not appear suddenly, but require facilitators to empower them, one of which is the application of learning models that have the potential to enhance creative thinking skills. This study aimed to examine the effect of RICOSRE on the tenth graders’ creative thinking skills, compared to PBL and conventional models. This study involved 86 students from Public Senior High School Number 1 (SMAN 1) Turen, Indonesia, and employed a pretest-posttest non-equivalent control group design. The pretest and post-test consisted of 8 essay questions each. The students’ scores were analyzed using ANACOVA and LSD test. The results indicated a significant effect of RICOSRE on the students’ creative thinking skills. The students’ average score on creative thinking increased considerably (76.59%) on RICOSRE and PBL (12.72%) and decreased in conventional learning by 3.96%. RICOSRE can be implemented to empower students' creative thinking skills. These results indicate that RICOSRE learning has the most significant influence on creative thinking skills. [ABSTRACT FROM AUTHOR]

Often students are unable to prove their academic achievement optimally according to their abilities. One reason is that they often feel unsure that they are capable of completing the tasks assigned to them. For students, such beliefs are necessary. The term belief has called self efficacy. Self efficacy is not something that has brought about by birth or something with permanent quality of an individual, but is the result of cognitive processes, the meaning one's self efficacy will be stimulated through learning activities. Self efficacy has developed and enhanced by a learning model that can stimulate students to foster confidence in their capabilities. One of them is by using Discovery Learning model with SAVI approach. Discovery Learning model with SAVI approach is one of learning models that involves the active participation of students in exploring and discovering their own knowledge and using it in problem solving by utilizing all the sensory devices they have. This naturalistic qualitative research aims to analyze student self efficacy in terms of use the Discovery Learning model with SAVI approach. The subjects of this study are 30 students focused on eight students who have high, medium, and low self efficacy obtained through purposive sampling technique. The data analysis of this research used three stages, that were reducing, displaying, and getting conclusion of the data. Based on the results of data analysis, it was concluded that the self efficacy appeared dominantly on the learning by using Discovery Learning model with SAVI approach is magnitude dimension. [ABSTRACT FROM AUTHOR]

It is an undeniable fact that penetration level and usage and sales of Smartphone dramatically increased past few years, whereby; it has increased to almost 60 percent of total population. Despite the high penetration of smartphone, previous studies have exhibited inconsistent findings towards understanding the behavioural intention to use smartphone especially among university students. Thus, the purpose of this study is to examine purchasing behaviour of Smartphone among students. From the literature, five antecedents of purchasing behaviour were identified. Each variable is measured using 7-point Likert scale: convenience (10 items), social influence (6 items), self-efficacy (10 items), facilitating condition (11 items), dependency (14 items) and purchasing behaviour (4 items). Using the primary data collection method, 400 questionnaires were distributed to the target respondents of one of the public higher education in the northern region. The responses collected were 350 completed questionnaires representing 87.5 percent response rate. The data were analysed using Structural Equation Modeling (SEM) using AMOS. Confirmatory factor analysis of measurement models indicates adequate goodness or fit after few items were eliminated through modification indices verifications. Therefore, goodness of fit for the generated structural model shows the adequate fit. This study has established four direct significant causal effects and two significant mediating effects: (1) convenience and dependency, (2) social influence and dependency, (3) facilitating condition and purchase behaviour, (4), dependency and purchase behaviour. The significant mediating results are: (1). Dependency mediates the relationship between convenience and purchase behaviour; (2) dependency mediates social influence and purchase behaviour. Thus, findings suggested that convenience, social influence and dependency play a role in determining students purchase behaviour of smartphone. The researchers hope the findings of this study will contribute theoretically and practically to scholars, marketers and smartphone manufacturers. [ABSTRACT FROM AUTHOR]

Classroom interactions provide learning opportunities for understanding others and developing agency in a community of learners. Student learning identities were measured using a survey instrument targeting physics learning self-efficacy, expectations of classroom roles, and attitude toward social learning as components of physics learning identity. From a selection of students who scored relatively high or low on the survey sub scales, an academically successful student in an introductory physics course using an active engagement curriculum was selected to examine identity development. Findings indicate he didn't develop a sense of agency, nor did he feel a need to alter his participation, although there were ample opportunities to do so in the learning community. These results suggest that being a successful physics student in the traditional sense doesn't necessarily mean the student is successful at adopting meta-goals which are the non-content course goals of learning to think like a physicist. This student was prompted to engage meaningfully but didn't feel it was required for success which suggests that structural alignment is required to motivate students to achieve meta-goals. [ABSTRACT FROM AUTHOR]

This paper reports on the revision of the University Physics laboratory at Western Kentucky University. Multiple learning objectives were negotiated among faculty, and a curriculum was developed to address all of them. A full pilot was run in Spring 2012 with three experimental sections and two control sections. Data was collected using the Force and Motion Conceptual Evaluation, a self-efficacy survey, and performance on the laboratory final. Data from the pilot shows gains in conceptual understanding on certain topics, differences in a few laboratory skills, and improvement in technical writing ability as measured by both a writing sample and student perception. [ABSTRACT FROM AUTHOR]

Improving non-cognitive outcomes such as attitudes, efficacy, and persistence in physics courses is an important goal of physics education. This investigation implemented an in-the-moment surveying technique called the Experience Sampling Method (ESM) [1] to measure students' affective experience in physics. Measurements included: self-efficacy, cognitive efficiency, activation, intrinsic motivation, and affect. Data are presented that show contrasts in students' experiences (e.g., in physics vs. non-physics courses). [ABSTRACT FROM AUTHOR]

We surveyed 88 students at four colleges: one men's college, two women's colleges, and one coeducational college. The questions, modified from Reid (2007), asked about in-class participation, how fulfilled they were by their achievement in their calc-based physics class, their attitude toward their class, and their self-efficacy (Bandura 1994) in the class. While a t-test showed no difference between men and women, an ANOVA showed a significant interaction between sex and type of school. Detailed results will be presented and discussed. [ABSTRACT FROM AUTHOR]

Innovative STEM curricula such as the ISLE (Investigative Science Learning Environment) curriculum [1] are centered on active engagement in social learning processes as a means to achieve curricular goals. Classroom practices are highly interactive to facilitate students' development of authentic scientist abilities. To the students, these classroom practices often seem very different from their previous learning experiences in terms of behavioral expectations, attitude, and what it means to learn. Consequently, students must modify their identity as learners in addition to physics conceptual understanding in order to participate productively in this learning environment. Using a survey we developed, we want to assess their 1) expectations of student and teacher roles, 2) self efficacy towards skills supported in ISLE and 3) attitudes towards social learning as well as how these change as a result of their experience in this curriculum. We will discuss the development, validation and preliminary findings of the survey. [ABSTRACT FROM AUTHOR]

Analysis of the impact of Modeling Instruction (MI) on the sources of self-efficacy for students in Introductory Physics 1 will be presented. We measured self-efficacy through a quantitative diagnostic (SOSESC) developed by Fencl and Scheel [1] to investigate the impact of instruction on the sources of self-efficacy in all introductory physics classes. We collected both pre- semester data and post-semester data, and evaluated the effect of the classroom by analyzing the shift (Post-Pre). At Florida International University, a Hispanic-serving institution, we find that traditional lecture classrooms negatively impact the self-efficacy of all students, while the MI courses had no impact for all students. Further, when disaggregating the data by gender and sources of self-efficacy, we find that Modeling Instruction positively impacted the Verbal Persuasion source of self-efficacy for women. This positive impact helps to explain high rates of retention for women in the MI classes. [ABSTRACT FROM AUTHOR]

Differences in learning gains between interactive engagement and lecture instructional practices have been well documented and yet the ways in which students participate in each of these learning environments are not clearly established. We use social network analysis as one way to establish differences the participation of students in lecture sections and students in Modeling Instruction, a curriculum that uses interactive engagement. One primary difference in the way students participate in the two instructional practices is that students in Modeling Instruction classes form learning communities and students in lecture classes remain isolated. Students in Modeling Instruction sections report ten times greater numbers of ties between students than those in lecture sections, forming richer and more deeply connected networks. We interpret these differences in terms of a participationist view on learning and as an explanatory mechanism for understanding documented differences in learning gains in the two settings. [ABSTRACT FROM AUTHOR]