Self-efficacy in online learning during the Covid-19 pandemic: Modification and implementation instrument for biology education department students.

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]