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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal Of Educational Research and Review Jurnal Pendidikan MIPA
Simanjuntak, Yanni Irma Waty
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Overcoming Self-Efficacy Challenges in Teachers and Prospective Teachers: Key Factors and Solutions Menno, Ayu Windy Malisa; Simanjuntak, Yanni Irma Waty; Linda, Desma
Indonesian Journal of Educational Research and Review Vol. 7 No. 2 (2024): July 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v7i2.77806

Abstract

Self-efficacy relates to teachers' belief in their ability to carry out successful instruction and influences teachers to carry out their roles in learning. This literature review aims to explore the factors that influence teachers' and prospective teachers' self-efficacy, explore the challenges faced, and present solutions that may assist in enhancing self-efficacy. The method used is a literature review which includes planning, conducting, and reporting stages. 31 articles were used in this literature review obtained by searching and collecting in Scopus, Google Scholar, and ERIC databases, and through screening and selection based on inclusion criteria. Based on the results of the literature review, the factors that influence and pose challenges to the self-efficacy of teachers and prospective teachers are factors of practice and mastery of competencies, factors of differences in environment, culture, and student needs, factors of school organizational conditions and learning environments, and factors of pressure experienced by teachers and prospective teachers. The solutions to the self-efficacy challenges found include the implementation of education, training, and development programs, a good and collaborative school organization and environment, induction and mentoring programs, and attention to teacher welfare, counseling, and stress management. Collaboration between the government, educational institutions, schools, and communities is needed to develop the self-efficacy of teachers and prospective teachers and enhance the quality of education through supportive policies, a comprehensive curriculum, and a conducive learning environment.
Overcoming The Challenges of Students’ Self-Efficacy: A Review That Leads to Solutions in Chemistry Learning Simanjuntak, Yanni Irma Waty; Linda, Desma; Menno, Ayu Windy Malisa
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp512-526

Abstract

Self-efficacy is essential in the process of achieving learning goals. Individuals with higher self-efficacy tend to choose to work on difficult and challenging tasks. This study aims to explore the solutions for students’ self-efficacy challenges in chemistry learning. This study used a systematic literature review method. The Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) approach was adopted for this review. The search was based on the keywords “self-efficacy”, “students”, “challenges”, “solutions”, and “chemistry learning” which resulted in articles using alternative terms to describe self-efficacy and specific interventions. A total of 13 research articles reviewed in this article were collected from databases such as SCOPUS, ERIC, and Google Scholar. The thematic analysis procedure was used to determine emerging themes. The six steps of thematic analysis are as follows: familiarization with the data, initial coding, search for topics, evaluation of themes, representation of themes and interpretation of results. The results of the review showed that there are several interventions that can improve students' self-efficacy in chemistry learning, including the use of game-based learning media, virtual learning media, and the application of certain models, strategies, and approaches such as problem-based learning (PBL), PBL-STEM, process oriented guided inquiry learning (POGIL), inquiry-based learning (IBL), SSI integration, metacognitive strategies, the implementation of efficacy-enhancing teaching, and also the use of core idea maps. Therefore, collaboration between educational institutions, schools and teachers is required in the implementation of this intervention. This collaboration will ensure a supportive environment, both inside and outside the classroom so that it has the potential to overcome students' self-efficacy challenges in chemistry learning.        Keywords: chemistry, learning, self-efficacy, solutions.
STEM Integrated Problem Based Learning: The Implementation and Roles in Science Learning Simanjuntak, Yanni Irma Waty; Purwaningsih, Dyah
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to explore how the STEM integrated problem based learning model implemented and its role in science learning. Systematic literature review was the method used in this review. The Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) approach was adopted for this review. The search is based on the keyword “problem based learning”, “STEM”, “science learning”, “chemistry learning”, “physics learning”, and “biology learning”. All of 15 research articles reviewed in this paper were collected from well-known databases such as SCOPUS, ERIC, and Google Scholar. According to the review, STEM integrated PBL uses problem-based learning procedures to implement STEM education. STEM components (Science, Technology, Engineering, or Mathematics) are integrated in all five phases of problem-based learning. This review provides evidence that STEM integrated problem based learning can enhance students’ critical thinking, science process skills, science literacy, achievement, problem solving skills, learning interest, learning motivation, and conceptual understanding in science learning. Therefore, science learning problems related to these variables have the potential to be overcome using STEM integrated PBL.        Keywords: problem-based learning, science learning, stem. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp686-700
Analysis of Problems in Learners' Collaboration Ability towards Chemistry Learning: Systematic Literature Review Linda, Desma; Menno, Ayu Windy Malisa; Simanjuntak, Yanni Irma Waty
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.7326

Abstract

Collaboration skills involving active participation, flexibility, responsibility, and appreciation are very important in chemistry learning, especially since chemistry contains abstract and complex concepts that are often difficult for students to understand. This research aims to describe the literature review on student collaboration skills in the context of chemistry learning. The method used in this research is Systematic Literature Review (SLR), with articles taken from the Scopus database and supported by Publish or Perish (PoP) in the range of 2013-2023. This research focuses on problems and solutions related to student collaboration skills, especially in the context of chemistry learning. The results showed that the difficulties faced by students in understanding chemistry materials can lead to low student collaboration skills. The problems of students' collaboration skills include the lack of teachers' ability to choose the right learning model/approach/method as well as physical limitations (practicum experience, limited access to materials and equipment), and lack of interactivity in chemistry lessons causing low student collaboration. Therefore, appropriate strategies, approaches, and learning models as well as supporting infrastructure are needed in learning chemistry. One of the appropriate learning models/approaches to improve student collaboration is Discovery Learning, and cooperative learning models of TGT, PBL, and PjBL types. In addition, this also needs to be supported by interesting teaching materials in order to help improve students' collaboration skills in learning.
Co-Authors Dyah Purwaningsih, Sugi Rahayu Pujianto Linda, Desma Menno, Ayu Windy Malisa