Main Article Content
Abstract
Self-efficacy is one of student’s success predictors, so it should be one of the variables to be considered in learning activities. Research on self-efficacy in pesantren (Islamic boarding school) has not been widely disclosed. Therefore, it is necessary to conduct research related to gender-based self-efficacy in pesantren. The study used an ex-post-facto non-experimental quantitative design at one of the pesantren-based SMP and MTs in Pamekasan. There are 29 males and 39 females as the participants of this study. SOSESC-P was used as research instrument. Data were analyzed using t-test. Based on the result, there is no significant difference between the self-efficacy of male and female students in pesantren, with average score of 64.12 and 64.86 respectively. This indicates that the science learning process in pesantren has succeeded in bridging the achievement of self-efficacy of male and female students, with their comprehensive learning concept in 3 dimensions, namely (1) the deep dimension of religious morality, (2) the dimensions of science and technology, and (3) dimensions of skills needed in the 21st century. The result of this study can be used as evidence in policy-making, related to science learning and self-efficacy based on gender.
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Copyright (c) 2022 Lailatul Fitria, Maria Chandra Sutarja, Badrud Tamam
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References
- Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
- Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
- Bell, B. S. & Kozlowski, S. W. J. (2008). Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability’, Journal of Applied Psychology, 93, 2, 296–316. doi: 10.1037/0021-9010.93.2.296.
- Bell, B. S. & Kozlowski, S. W. J. (2010). Toward a theory of learner-centered training design: an integrated framework of active learning’, in S. W. J. Kozlowski and E. Salas (eds), Learning Training, and Development in Organizations. New York: Routledge, pp. 263–302.
- Busch, T. (1995). Gender Differences in Self‐efficacy and Academic Performance among Students of Business Administration. Scandinavian Journal of Educational Research, 39(4), 311–318. doi:10.1080/0031383950390403
- DeBacker, T. K., & Nelson, R. M. (2000). Motivation to learn science: Differences related to gender, class type, and ability. Journal of Educational Research, 93(4), 245- 255.
- Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
- Gor, P. O., , Othuon, L. O. A., & Migunde, Q. A. (2020). Gender Difference in the Relationship between Self-Efficacy and Performance in Science among Secondary School Students in Migori County, Kenya, Education, Society and Human Studies, 1(2), 154-170.
- Hakim, T. (2004). Mengatasi rasa tidak percaya diri. Jakarta: Puspa Swara
- Kennedy, H. L. (1996). Science learning: A self-efficacy study in higher education. (Doctoral dissertation, University of Southern California, 1996). Dissertation Abstracts International, 57 (7A), 2856.
- Margolis, H., & McCabe, P. (2003). Self-efficacy: A key to improving the motivation of struggling learners. Preventing School Failure 47(4):162– 169
- Nizar, S. (2013). Sejarah Sosial dan Dinamika Intelektual. Jakarta: Kencana Prenada Media Grup.
- Ormrod, J. E. (2006). Educational psychology: Developing learners (5th Ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
- Ruigrok, A. N. V., Salimi-Khorshidi, G., Lai, M.-C., Baron-Cohen, S., Lombardo, M. V., Tait, R. J., & Suckling, J. (2014). A meta-analysis of sex differences in human brain structure. Neuroscience & Biobehavioral Reviews, 39, 34–50. https://doi.org/10.1016/j.neubiorev.2013.12.004
- Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). New York, NY: Routledge
- Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 13–27). New York, NY: Oxford University Press.
- Seitfert, T. (2004). Understanding student motivation: Educational Research, vol.46, no. 2, 137-149
- Syed, M., Zurbriggen, E. L., Chemers, M. M., Goza, B. K., Bearman, S., Crosby, F. J., Shaw, J. M., & Hunter, L. (2019). The role of self-efficacy and identity in mediating the effects of STEM support experiences. Analyses of Social Issues and Public Policy, 19(1), 7-49. doi: 10.1111/asap.12170
- Usher, E. L. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46, 275-314. doi: 10.3102/0002831208324517
- Wassell, J., Rogers, S. L., Felmingam, K. L., Bryant, R. A., & Pearson, J. (2015). Sex hormones predict the sensory strength and vividness of mental imagery. Biological Psychology, 107, 61–68. https://doi.org/10.1016/j.biopsycho.2015.02.003
- Williams, T., & Williams, K. (2010). Self-efficacy and performance in mathematics: Reciprocal determinism in 33 nations. Journal of Educational Psychology, 102, 453–466
- Zaidi, Z. F. (2010). Gender differences in human brain: A review. The Open Anatomy Journal, 2, 37–55. https://doi.org/10.2174/1877609401002010037.
References
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Bell, B. S. & Kozlowski, S. W. J. (2008). Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability’, Journal of Applied Psychology, 93, 2, 296–316. doi: 10.1037/0021-9010.93.2.296.
Bell, B. S. & Kozlowski, S. W. J. (2010). Toward a theory of learner-centered training design: an integrated framework of active learning’, in S. W. J. Kozlowski and E. Salas (eds), Learning Training, and Development in Organizations. New York: Routledge, pp. 263–302.
Busch, T. (1995). Gender Differences in Self‐efficacy and Academic Performance among Students of Business Administration. Scandinavian Journal of Educational Research, 39(4), 311–318. doi:10.1080/0031383950390403
DeBacker, T. K., & Nelson, R. M. (2000). Motivation to learn science: Differences related to gender, class type, and ability. Journal of Educational Research, 93(4), 245- 255.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
Gor, P. O., , Othuon, L. O. A., & Migunde, Q. A. (2020). Gender Difference in the Relationship between Self-Efficacy and Performance in Science among Secondary School Students in Migori County, Kenya, Education, Society and Human Studies, 1(2), 154-170.
Hakim, T. (2004). Mengatasi rasa tidak percaya diri. Jakarta: Puspa Swara
Kennedy, H. L. (1996). Science learning: A self-efficacy study in higher education. (Doctoral dissertation, University of Southern California, 1996). Dissertation Abstracts International, 57 (7A), 2856.
Margolis, H., & McCabe, P. (2003). Self-efficacy: A key to improving the motivation of struggling learners. Preventing School Failure 47(4):162– 169
Nizar, S. (2013). Sejarah Sosial dan Dinamika Intelektual. Jakarta: Kencana Prenada Media Grup.
Ormrod, J. E. (2006). Educational psychology: Developing learners (5th Ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
Ruigrok, A. N. V., Salimi-Khorshidi, G., Lai, M.-C., Baron-Cohen, S., Lombardo, M. V., Tait, R. J., & Suckling, J. (2014). A meta-analysis of sex differences in human brain structure. Neuroscience & Biobehavioral Reviews, 39, 34–50. https://doi.org/10.1016/j.neubiorev.2013.12.004
Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). New York, NY: Routledge
Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 13–27). New York, NY: Oxford University Press.
Seitfert, T. (2004). Understanding student motivation: Educational Research, vol.46, no. 2, 137-149
Syed, M., Zurbriggen, E. L., Chemers, M. M., Goza, B. K., Bearman, S., Crosby, F. J., Shaw, J. M., & Hunter, L. (2019). The role of self-efficacy and identity in mediating the effects of STEM support experiences. Analyses of Social Issues and Public Policy, 19(1), 7-49. doi: 10.1111/asap.12170
Usher, E. L. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46, 275-314. doi: 10.3102/0002831208324517
Wassell, J., Rogers, S. L., Felmingam, K. L., Bryant, R. A., & Pearson, J. (2015). Sex hormones predict the sensory strength and vividness of mental imagery. Biological Psychology, 107, 61–68. https://doi.org/10.1016/j.biopsycho.2015.02.003
Williams, T., & Williams, K. (2010). Self-efficacy and performance in mathematics: Reciprocal determinism in 33 nations. Journal of Educational Psychology, 102, 453–466
Zaidi, Z. F. (2010). Gender differences in human brain: A review. The Open Anatomy Journal, 2, 37–55. https://doi.org/10.2174/1877609401002010037.