The repository administrator has not yet configured an RDF license.
Penelitian terhadap self-efficacy guru bimbingan belajar ini bertujuan untuk mengetahui sumber-sumber keyakinan guru dalam memfasilitasi student engagement, menerapkan instructional strategies dan dalam classroom management, dan dampaknya terhadap pembelajaran. Penelitian ini menggunakan metode kualitatif dan dianalisis secara manual. Data diperoleh lewat diskusi kelompok secara daring dan wawancara individu terhadap tujuh orang guru bimbingan belajar di Indonesia. Partisipan terdiri dari empat guru perempuan berusia 21, 22, 32, dan 33 tahun dan tiga guru laki-laki berusia 18, 24 dan 24 tahun. Seluruh guru mengajar siswa sekolah menengah dengan pengalaman mengajar yang berbeda-beda dari enam bulan hingga 14 tahun. Mata pelajaran yang diajar sejalan dengan latar belakan pendidikan mereka; enam guru mengajar lebih dari satu mata pelajaran dan satu guru hanya mengajar satu mata pelajaran. Penemuan menunjukkan pemahaman akan kebutuhan siswa dan pengalaman performansi adalah sumber utama self-efficacy guru bimbingan belajar dalam memfasilitasi keterlibatan siswa, menerapkan strategi pembelajaran dan mengelola kelas. Situasi bimbingan belajar dan rotasi siswa ditemukan sebagai sumber-sumber lain dari keyakinan guru. Self-efficacy guru mempengaruhi performa mengajar dan kemampuan untuk mengadakan iklim yang kondusif dalam belajar mengajar dan pengaturan waktu yang efektif. This study is a research on tutorial centre teachers’ self-efficacy which aims at identifying sources of teachers’ self-efficacy in facilitating pupils’ engagement, implementing instructional strategies, and managing the classroom, and their impacts on teaching and learning. The study used a qualitative content analysis method and data was analyzed by hand. The data was collected from an online focus group and individual interviews with seven teachers of a tutorial centre in Indonesia. The participants consisted of four female teachers of 21, 22, 32, and 33 years old and three male teachers of 18, 24 and 24 years old. All teachers teach high school level with various teaching experience from six months to fourteen years. Their teaching subjects are in line with their educational background; six teachers taught more than one subject and one teacher taught only one subject. The finding shows understanding pupils’ need and mastery experience as the main source of tutorial centre teachers’ self-efficacy in facilitating students’ engagement, implementing instructional strategies, and managing the classroom. Tutorial centre’s situation and student rotation are other sources of self-efficacy. Teachers’ self-efficacy affected their teaching performance and ability to promote a conducive learning climate and proper time management.
KODEPRODITPP#Psikologi Pendidikan, Universitas Pendidikan Indonesia
SELF-EFFICACY GURU BIMBINGAN BELAJAR (Text)
HTML Summary of #54340 SELF-EFFICACY GURU BIMBINGAN BELAJAR
BF Psychology
L Education (General)