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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Administrasi Pendidikan Indonesia Jurnal Administrasi dan Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Perspektif Pendidikan dan Keguruan JAMP : Jurnal Administrasi dan Manajemen Pendidikan International Journal on Education Insight Edukasia: Jurnal Pendidikan dan Pembelajaran Vokatek : Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Social and Scientific Education Journal of Indonesian Progressive Education Journal Basic Education Skills
Muhammad Zuhaery
Universitas Ahmad Dahlan
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Confidence in the Classroom: How Self-Efficacy Shapes the Independent Character of Senior High School Students in Science Learning Activities Ridwan Alif Adi Nugraha; Dian Hidayati; Muhammad Zuhaery
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.768

Abstract

Indonesian education policy now names independence as part of the graduate profile, yet how students actually become independent during ordinary science lessons has rarely been examined up close. This study describes how self-efficacy shapes the independent character of eleventh-grade students during science learning activities at a state senior high school in Pacitan Regency. Using a qualitative case study, data were gathered from ten purposively selected students with contrasting self-efficacy tendencies and one science teacher through in-depth interviews, classroom observation, and document review, then analyzed thematically following Miles and Huberman with technique and source triangulation, member checking, thick description, and an audit trail. Independent character appeared in four connected aspects, namely responsibility, initiative, adaptability, and self-reflection, all observable in group discussion, presentation, and written tasks rather than laboratory work. Students with stronger self-efficacy showed a fuller and steadier pattern, while several students with weaker self-efficacy began to grow after small successes and encouragement. Among the four sources of self-efficacy, mastery experience mattered most, verbal persuasion and vicarious experience reinforced it, and emotional states mainly acted as a manageable obstacle. The central finding is that self-efficacy does not create independence directly but works through a process of choosing to try, investing effort, persisting, and recovering from failure, with peer support and a reciprocal link between belief and action standing out as notable patterns. Teachers can nurture independence by designing graded tasks that let every student experience success, giving specific and timely encouragement, and using peer learning, without depending on laboratory facilities.
Co-Authors Achadi Budi Santosa Afriliana Amalia Oktaviyani Fikamulyana Arista cahyaningsih Asroviyatun Asroviyatun Ave Suakanila Fauzisar Badrul Tamam Edhy Susatya Edy Wahono Enung Hasanah Fristianingsih Hidayati, Dian Ida Farida Ika Maryani Juliastuti Purwanti Kawit Sayoto Maulida Kafilaturrohmah Nomas Indah Larasati Purwanti Purwanti Ridwan Alif Adi Nugraha Riyadhul Jannah Russasmita Sri Padmi Serly Tasia Putri Suyatno Suyatno Winarni Winarni