The Relationship of Self-Efficacy Towards High Level of Thinking Ability of USK Physics Education Student in Basic Physics I Course

Nurulwati*, Nurulwati; Afdar, Cut Refereni; Zakaria, Shahruddin

doi:10.24815/jpsi.v10i3.24153

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…The results of this analysis are by previous research that there is a positive relationship between self-efficacy and HOTS, but it does not have a significant effect. This is because previous studies' results have moderate self-efficacy levels but tend to have less or low HOTS levels (Afdar & Zakaria, 2022).…”

Section: Figure 1 Sobel Test Resultsmentioning

confidence: 97%

Correlation between scientific literacy with higher order thinking skills and self-efficacy in biology learning

2023

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<p>Education is one of the fields or perspectives that have significant developments in the progress of the times. Technological developments are developing the world of education, called the era of the industrial revolution 4.0. Therefore, several things must be mastered, namely competence in each student's life and multiliteracy in mental, physical, and intellectual capacities. One is Science Literacy Ability and Higher Order Thinking Skills (HOTS). In addition to knowledge competence, students must also have confidence in themselves to do and do well, namely self-efficacy. This study aims to determine the relationship between scientific literacy skills, HOTS, and self-efficacy as mediating variables. This type of research is correlational with the survey method. The sampling technique used is Simple Random Sampling with a sample of the population of class XI SMA students who are studying biology. Techniques and data collection instruments using tests in the form of questions (scientific literacy skills and HOTS) and statement questionnaires (self-efficacy). The research was conducted in March-May 2022 at SMAN 3 Semarang. Analysis of research data using quantitative descriptions. The results of this study are that there is a relationship between scientific literacy ability and HOTS with an influence proportion of 7.9%, there is no relationship between scientific literacy ability and self-efficacy with an influence proportion of 0.2%, there is no relationship between HOTS and self-efficacy influence 1.2%.</p>

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Section: Figure 1 Sobel Test Resultsmentioning

confidence: 97%

Correlation between scientific literacy with higher order thinking skills and self-efficacy in biology learning

2023

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“…Zahodne et al (2015) indicated that personal efficacy beliefs can enhance cognitive performance through cognitive, emotional, and motivational processes [90]. General self-efficacy is associated with critical thinking awareness as part of higher-order thinking [91] because individuals need to have confidence in their own abilities to solve problems, make decisions, etc. [34].…”

Section: Research Hypothesismentioning

confidence: 99%

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

Jia,

2024

Systems

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In the aftermath of the COVID-19 pandemic, college students have faced various challenges that could negatively impact their critical thinking abilities due to disruptions to education, increased stress and anxiety, less social interaction, and the advancement of distance learning relying more heavily on digital tools. With the increasing integration of AI technology across sectors, higher education institutions have deployed various AI capabilities for intelligent campuses and modernized teaching. However, how to fully utilize AI capabilities to promote students’ thinking awareness on learning effectiveness is still not clear, as critical thinking is an essential skill set holding significant implications for college students’ development. This research adopts the resource-based theory (RBT) to conceptualize the university as a unified entity of artificial intelligence (AI) resources. It aims to investigate whether AI capabilities can foster critical thinking awareness among students by enhancing general self-efficacy and learning motivation. In particular, it examines the causal relationships between AI capabilities, general self-efficacy, motivation and critical thinking awareness. Primary data was collected through a questionnaire administered to 637 college students. Structural equation modeling was employed to test hypotheses pertaining to causality. The results showed that AI capabilities could indirectly enhance students’ critical thinking awareness by strengthening general self-efficacy and learning motivation, but the effect on critical thinking awareness was not significant. Meanwhile, general self-efficacy significantly affected the formation of learning motivation and critical thinking awareness. This indicates that AI capabilities are able to reshape the cognitive learning process, but its direct influence on thinking awareness needs to be viewed with caution. This study explored the role of AI capabilities in education from the perspective of organizational capabilities. It not only proves how AI facilitates cognition, but also discovered the important mediating role of general self-efficacy and motivation in this process. This finding explains the inherent connections between the mechanism links. Furthermore, the study expands research on AI capabilities research from the technical level to the educational field. It provides a comprehensive and in-depth theoretical explanation theoretically, guiding the practice and application of AI in education. The study is of positive significance for understanding the need for the future development of the cultivation of critical thinking awareness talents needed for future development through AI capabilities in education.

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“…Self-efficacy can boost students' comfort and confidence when participating in classroom discussions (Amin, 2022b). Self-efficacy can affect students' self-regulation such as goal setting, thinking skills, and self-assessment (Nurulwati et al, 2022). Science process skills are an important element that plays a role in stimulating critical thinking skills (Darmaji et al, 2021).…”

Section: 027 Hypothesis Acceptedmentioning

confidence: 99%

Collaborative Group Investigation and Self Efficacy on Pre-Service Science Teachers’ Critical Thinking Skills

Abbas

Umangap

Amin

2023

JPSI

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In order to teach future generations, preservice science teachers must possess critical thinking skills. However, relatively few studies have examined these skills at the tertiary level, particularly in elementary school science teacher education departments. This study sought to determine the effect of collaborative group investigation (CGI) learning and self-efficacy on the critical thinking skills of students. With a non-equivalent control group design and a 2 x 2 ANOVA inferential statistical test, a quasi-experimental design was implemented. The subjects of this study were forty science teacher candidates who took the Environmental course at a university in Indonesia. A self-efficacy questionnaire and a test of critical thinking skills constituted the research instruments. The results indicated that the collaborative group investigation group received an average score of 62.2, whereas the direct learning group received an average score of 48.8, with an Fcalculated of 87.626 and a significance value of 0.000. The data analysis revealed substantial differences between the collaborative group inquiry group and the direct learning group in terms of critical thinking skills. The interplay between learning strategies and self-efficacy affects the critical thinking skills of pupils because collaborative learning practices can engage students actively through teamwork, idea exchange, decision making, and shared responsibilities

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The Relationship of Self-Efficacy Towards High Level of Thinking Ability of USK Physics Education Student in Basic Physics I Course

Cited by 3 publications

References 13 publications

Correlation between scientific literacy with higher order thinking skills and self-efficacy in biology learning

Correlation between scientific literacy with higher order thinking skills and self-efficacy in biology learning

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

Collaborative Group Investigation and Self Efficacy on Pre-Service Science Teachers’ Critical Thinking Skills

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