The correlation between self-efficacy and peer interaction towards students’ employability in vocational high school

Tentama, Fatwa; Nur, Muhammad

doi:10.11591/ijere.v10i1.20573

Cited by 23 publications

(20 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Self-efficacy relates to a person's sense of trust to achieve something he wants. Self-efficacy is a crucial thing in a belief, it can be seen from the ability of someone who is persistent and confident in solving problems (Kırkıç & Fatma etinkaya, 2020;Riskiningtyas & Wangid, 2019;Tentama & Nur, 2021). In addition, selfefficacy is also a significant factor as a driver of each individual apart from expectations, because something is often positive to achieve a certain goal (Doğan et al, 2019;Kontaş & zcan, 2017;Tentama & Paputungan, 2019).…”

Section: Introductionmentioning

confidence: 99%

Gender Analysis in terms of Attitudes and Self-Efficacy of Science Subjects for Junior High School Students

Ernawati

Asrial

Kurniawan

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

The purpose of this study was to determine the comparison of students' attitudes and self-efficacy based on gender, and to determine the relationship between students' attitudes and self-efficacy towards science subjects. This research uses quantitative research with survey method. The sample in this study was 74 students from SMPN 1 Muaro Jambi in Muaro Jambi district. The sampling technique used is purposive sampling. There are two instruments in this study, namely attitudes towards science and self-efficacy. The results of the T-test of student attitudes towards science subjects obtained were sig. (2-tailed) < 0.05, so there were differences in student attitudes towards science subjects, both female and male students in class VIII A and class VIII B. The results of the T-test of students' self-efficacy on science subjects obtained a value of sig.(2-tailed) < 0.05, so there are differences in student self-efficacy on science subjects, both female students and male students in class VIII A and class VIII B. While the results of the correlation test between attitudes and students' self-efficacy towards science subjects class VIII A and VIII B showed a value of sig. (2-tailed) < 0.05, then there was a relationship between students' attitudes and self-efficacy towards subjects’ science lessons, both female students and male students in class VIII A and class VIII B.

show abstract

Section: Introductionmentioning

confidence: 99%

Gender Analysis in terms of Attitudes and Self-Efficacy of Science Subjects for Junior High School Students

Ernawati

Asrial

Kurniawan

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…The results from the testing are also supported by Murcia et al [36] who stressed the importance of parental influence inclusively in the academic progress of learners as it can affect the learners' career aspirations positively and is relevant towards the value of a career in the STEM industry. Parents can also have a positive impact and significantly encourage the mastery of science and math subjects by science stream students at the secondary level to ensure that their STEM career interests are well nurtured [26], [37]. Additionally, the findings are also supported by Vanmeter-Adams et al [38] stated that 65.5% of direct parental influence towards learners' academic progress and parents is the main significant component to increase learners' interest in STEM careers over the long-term.…”

Section: Discussionmentioning

confidence: 91%

The effects of parental autonomy on the creation of STEM career interests

Razali

Rami

Aziz

2022

IJERE

View full text Add to dashboard Cite

<p class="Abstract">This research paper focuses on the effects of the parent autonomy factor that supports the needs of students in science, technology, engineering, and mathematics (STEM) learning and builds the interest of students in STEM careers. This was a quantitative research study that employed the parent authority questionnaire (PAQ). Based on the research objective, the questions in the PAQ were altered to evaluate the effects of parents on student interest in STEM careers and adapted to the purpose of the study. The PAQ comprises a scale of 1-10 ranging from strongly disagree to strongly agree. Research respondents included 419 upper secondary students from national schools in Malaysia, and the research used a proportionate stratified random sampling technique. The research determined parents’ autonomy towards the development of students’ STEM career interest and the data was analyzed using structural equation modelling (SEM). The results found that the autonomy of parents significantly affected upper secondary students in the development of STEM careers of students. The research question was answered by proving that the autonomy of parents is directly significant (p<001). Results showed that parents explicitly offer meaningful impacts and valuable values to motivate students of the science stream at the secondary level to ensure that their STEM career interests are well nurtured. The findings from this research provide useful insight into the learners, and lead to the value of autonomy of parents in promoting a curriculum design that suits the needs of students in the future.</p>

show abstract

“…Indirectly, the use of the e-generator system can improve the social life of students. The social life in the surrounding environment also dramatically influences how a person thinks and acts, especially in matters relating to self-efficacy [35], [36].…”

Section: 4mentioning

confidence: 99%

Disruptive Learning Media Integrated E-Generator Practice System to Advance Self-Efficacy Learners Levels in Era of Education 4.0

Ulfatin

Putra

Heong

et al. 2022

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

This study aims to: (1) develop disruptive learning innovations through the e-generator practice system; (2) testing the feasibility of disruptive learning innovation through the e-generator practice system; and (3) testing the effectiveness of disruptive learning innovations through the e-generator practice system to increase the level of student self-efficacy in the education era 4.0. This study uses the R&D method with the ADDIE model and ends with a quasi-experimental method. Validation with two teams of experts (online learning media experts and learning software experts). Data analysis with hypothesis testing using SPSS 21.0. The results of this study include: (1) developing disruptive learning innovations through the e-generator practice system covering analysis, design, development, implementation, and evaluation; (2) the results of the product feasibility test validation are 90,1% (user benefit aspect), 90,5% (application display aspect), 93,8% (aspect of information novelty), 97,6% (content aspect), 90,6% (aspects of ease of use), 91,5% (aspects of competency achievement); and (3) disruptive learning innovation through the e-generator practice system has been proven to be effective in increasing the level of self-efficacy of students in the education era 4.0 as evidenced by the results of hypothesis analysis

show abstract

The correlation between self-efficacy and peer interaction towards students’ employability in vocational high school

Cited by 23 publications

References 31 publications

Gender Analysis in terms of Attitudes and Self-Efficacy of Science Subjects for Junior High School Students

Gender Analysis in terms of Attitudes and Self-Efficacy of Science Subjects for Junior High School Students

The effects of parental autonomy on the creation of STEM career interests

Disruptive Learning Media Integrated E-Generator Practice System to Advance Self-Efficacy Learners Levels in Era of Education 4.0

Contact Info

Product

Resources

About