Abstract
The self-efficacy of prospective teachers is fostered through a program to prepare prospective teachers. Self-efficacy is one factor that influences personal and professional development in the future to become a professional teacher. The research aimed to investigate the impact of metacognition preparation in designing learning programs on prospective chemistry teachers' self-efficacy. Descriptive qualitative research is used as a method to interpret the data obtained. The subjects of this study were 34 students of the fifth semester of the Chemistry Education Department of the 2019/2020 academic year at one of the LPTKs in the city of Makassar. Data collection was carried out using a self-efficacy questionnaire adapted from the Science Teaching Efficacy Belief Instrument-Pre service (STEBI-B), which includes the dimensions of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE). The questionnaire data were analyzed by means of the average class score. The results showed that the metacognition debriefing program in designing learning could increase student self-efficacy as seen from the increase in the average class score at four stages of implementation, namely: 61.5; 66.1; 67.9; and 72.2. The students' average self-efficacy scores on the PSTE dimension were: 33.5; 38.2; 39.0; 41.8. The mean score of student self-efficacy in the STOE dimension was 28.0; 28.0; 28.9; 30.4. Student self-efficacy increased in both dimensions with higher PSTE scores than STOE scores.
Highlights
Abstrak: Efikasi diri calon guru ditumbuhkembangkan melalui program penyiapan calon guru yang ditempuhnya
The results showed that the metacognition debriefing program in designing learning could increase student self-efficacy as seen from the increase in the average class score at four stages of implementation, namely: 61.5; 66.1; 67.9; and 72.2
961. Wiyarsi, A. (2018) ‘Enhancing of Preservice Chemistry Teachers’ SelfEfficacy Through the Preparation of Pedagogical Content Knowledge in Vocational Context’, Jurnal Pendidikan Sains (Jps), 6(1), p. 14
Summary
Efikasi diri dalam penelitian ini diukur menggunakan kuesioner efikasi diri yang diberikan pada tahap identifikasi awal (sebelum program pembekalan diimplementasikan), setelah tahap 1 (fasilitasi dosen), setelah tahap 2 (kelompok), dan setelah tahap 3 (mandiri). Skor efikasi diri mahasiswa pada setiap tahapan program pembekalan metakognisi dalam merancang pembelajaran e-ISSN 2502-4787. Hal ini berarti bahwa program pembekalan metakognisi dalam merancang pembelajaran memberikan dampak positif terhadap peningkatan efikasi diri mahasiswa. Meningkatnya efikasi diri calon guru setelah implementasi program pembekalan metakognisi dalam merancang pembelajaran diuraikan dengan mendasarkannya pada faktorfaktor yang mempengaruhi terbentuknya efikasi diri seseorang (Bandura, 1997). Setting pembelajaran yang dilakukan dalam tahapan fasilitasi dosen dan kelompok turut berperan pada peningkatan efikasi diri mahasiswa. Hasil penelitian ini diperkuat oleh sejumlah pendapat peneliti yang menyatakan bahwa pemberian umpan balik baik dari teman sebaya, guru, maupun instruktur turut berperan dalam penumbuhan efikasi diri (Margolis & Mccabe, 2006; Chen & Usher, 2013; Baldwin, 2014; Conrad & Kowalske, 2017; Kinskey, 2018). Hasil penelitian ini berimplikasi pada tata kelola perkuliahan Perencanaan Pembelajaran Kimia sebaiknya membekalkan metakognisi untuk meningkatkan efikasi diri mahasiswa
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
