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All Journal Unnes Science Education Journal Formatif : Jurnal Ilmiah Pendidikan MIPA
Rosita Putri Rahmi Haerani
University of Auckland
Education

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The Exploration of Self-Efficacy Beliefs and PCK among Gen Z Pre-Service Physics Teachers in Indonesia: A Sequential Explanatory Study Ike Lusi Meilina; Singgih Bektiarso; Sayyidatun Najah; Ummi Qonitatin; Rosita Putri Rahmi Haerani
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.37685

Abstract

This study aims to explore the relationship between self-efficacy and Pedagogical Content Knowledge (PCK) of Generation Z preservice physics teachers. Given the unique characteristics of Generation Z, who are tech-savvy but often face challenges in mastering in-depth physics content. The research method used is a mixed method with a sequential explanatory design. Quantitative data were collected from 75 preservice physics teachers using a PCK test instrument adapted from DTAMS and a self-efficacy questionnaire. Qualitative data were obtained from in-depth interviews with 20 preservice teacher participants. The main finding of the quantitative analysis was that there was no significant relationship between self-efficacy and PCK among preservice teachers. Pearson's correlation test confirmed that there was no significant linear relationship between the two (r<0.2). Qualitative findings explain that self-efficacy is conditional, built through philosophical beliefs about the importance of learning reform, short-term preparation of physics material before teaching, and validation of the success of teaching methods during field practice. This study concludes that for Generation Z preservice physics teachers, self-efficacy develops independently of the domains of knowledge and pedagogy. The implication of this study is that teaching preparation and teaching practice strategies need to be trained more in the preparation of preservice teachers.  
The Exploration of Self-Efficacy Beliefs among Generation Z Preservice Physics Teachers for Physics Learning Strategies Ike Lusi Meilina; Ernasari; Nila Mutia Dewi; Rosita Putri Rahmi Haerani
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 2 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i2.3196

Abstract

This study aims to explore the self-efficacy beliefs of Generation Z preservice physics teachers by analyzing the relationship between self-efficacy dimensions and expectations of student learning outcomes. The research method used quantitative descriptive analysis involving 75 preservice physics teachers. Data were collected using the STEBI-B instrument and analyzed using mean split-based scatter plot quadrant analysis. The findings show that the average PSTE score (72.86) is consistently lower than the STOE score (75.25). Quadrant analysis reveals that the majority of respondents are in the low PSTE area, which indicates a strong phenomenon of teaching insecurity and uncertainty in facing complex professional tasks. Another finding was the high STOE scores of preservice physics teachers, indicating that they still have positive expectations of their students' potential. The conclusion of this study is that Gen Z prospective physics teachers experience an internal crisis of confidence despite having high external expectations. This study recommends physics learning strategies that combine autonomy, metacognitive training, and self-reflection before students are involved in complex social collaboration.
Co-Authors Ernasari Ernasari Ike Lusi Meilina Nila Mutia Dewi Sayyidatun Najah Singgih Bektiarso Ummi Qonitatin