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All Journal PROJECT (Professional Journal of English Education) Al Hikmah: Journal of Education Journal of Environment and Sustainability Education
Hertanto, Mustika Aji
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Religion Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Investigating EFL Students' Self-Efficacy in Teaching Practicum Febrian, Maria Lala; Siboro, Efrika; Upa, Yunika; Hertanto, Mustika Aji
PROJECT (Professional Journal of English Education) Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, JANUARY 2025
Publisher : IKIP Siliwangi

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Abstract

This research is designed to explore students' self-efficacy level during teaching practicum as well as the factors that affect the ratings. The researchers implemented mix method by combining quantitative and qualitative to address the inquiry. The participants consisted 33 EFL students from one of private universities in west Kalimantan. The results demonstrate that EFL students' self-efficacy level during teaching practicum is in the moderately high to very high category. It is indicated by the results of the questionnaire, which shows that the strength dimension has the highest score of 3.60 (very high), the generality dimension with a score of 3.40 (slightly high), and the magnitude dimension with a score of 3.0 (slightly high). Additionally, the elements influencing students' self-efficacy include mastery experience, vicarious experience, verbal persuasion, and psychological arousal.
First-Year Students’ Self-Efficacy in Basic Writing Upa, Yunika; Mbato, Concilianus Laos; Siboro, Efrika; Hertanto, Mustika Aji; Lynn, Ninyikiriza Deborah
Al Hikmah: Journal of Education Vol 6, No 1 (2025): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v6i1.370

Abstract

First semester students face a transition period as an adaptation process to prepare themselves for changes in the academic environment. Students who have difficulty adjusting to changes and new academic demands tend to feel stressed and face various conflicts in meeting the demands of the academic environment. Self-efficacy is students' belief in their own abilities, playing an important role in determining their success in facing academic demands. The objective of this study was to investigate the role of self-efficacy in basic writing of first year students in English Language Education Study Program. The researchers gained data from 26 students in Basic writing Class by using quantitative approach. From the data analysis the researchers found that the self-efficacy of first-year students was considered good even though it was still low, with an average self-efficacy of 3.9. This shows that self-efficacy needs to be considered as a key factor that influences the process and results of student learning. Therefore, it is important for educators to explain to students about the role of self-efficacy in supporting their success in learning, as well as provide support to increase students' self-confidence in their ability to learn and write.
Educators perceptions of implementing environment-based character education: Evidence from Landak Region Hermanussen, Carla; Febrianti, Dian; Hertanto, Mustika Aji
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.137

Abstract

Global crises, particularly the climate crises, highlight the urgent need for educational approaches that cultivate environmental responsibility. The aim of this study is to explore how educators in Landak Region, West Kalimantan, perceive the importance, adequacy, barriers, and success factors of Environment-Based Character Education (EBCE). A questionnaire-based survey was conducted, combining closed and open-ended items, and data were analyzed through descriptive statistics, thematic coding, t tests, chi-square tests, and Spearman correlations. The results show that concern about the climate crises is consistently high across demographic groups, yet EBCE integration into school practice remains fragmented and limited. Barriers include insufficient teacher training, lack of resources, and weak institutional support, while success factors include project-based learning, digital tools, cross-subject integration, and community collaboration. The findings imply that EBCE holds considerable potential for strengthening sustainable education if supported by coherent policies, institutional commitment, and investment in teacher capacity. The study improves existing knowledge by linking local cultural strengths with national frameworks and by offering evidence-based insights for more effective EBCE implementation.
Co-Authors Concilianus Laos Mbato DIAN FEBRIANTI Efrika Siboro Febrian, Maria Lala Hermanussen, Carla Lynn, Ninyikiriza Deborah Yunika Upa