<![CDATA[ABSTRAK Mahasiswa berada pada masa transisi dari remaja menuju dewasa yang menuntut kemampuan belajar mandiri, pengaturan waktu, serta penyesuaian terhadap tuntutan sosial dan akademik. Keberhasilan pada tahap ini tidak hanya bergantung pada kemampuan kognitif, tetapi juga pada efikasi diri, yakni keyakinan individu terhadap kemampuan dirinya untuk mencapai tujuan (Bandura, 1997). Penelitian ini bertujuan untuk meningkatkan efikasi diri mahasiswa melalui pelatihan partisipatif berbasis teori Bandura. Kegiatan diikuti oleh 15 mahasiswa dan terdiri atas lima sesi: pengantar, self-awareness, self-efficacy, afirmasi positif, dan penutup. Evaluasi dilakukan dengan metode kuantitatif melalui pre-test dan post-test, serta kualitatif melalui observasi dan refleksi peserta. Hasil menunjukkan adanya peningkatan signifikan pada skor efikasi diri dari rata-rata 6,80 menjadi 8,27 (p = 0,003), serta peningkatan kepercayaan diri, kesadaran potensi, dan motivasi setelah pelatihan. Faktor pendukung keberhasilan meliputi metode partisipatif, dukungan sosial, dan pengalaman keberhasilan selama kegiatan. Secara keseluruhan, pelatihan efikasi diri ini efektif dalam mengembangkan keyakinan dan kesadaran diri mahasiswa, serta layak dijadikan program berkelanjutan dalam pengembangan pribadi dan kesiapan menghadapi tantangan akademik maupun dunia kerja. Kata Kunci: Efikasi Diri, Pelatihan, Mahasiswa, Afirmasi Positif, Kesadaran Diri. ABSTRACT University students are in a transitional stage from adolescence to adulthood, which requires them to learn independently, manage their time effectively, and adapt to various social and academic demands. Success at this stage is not determined solely by cognitive abilities but also by self-efficacy an individual’s belief in their capability to organize and execute actions to achieve specific goals (Bandura, 1997). This study aimed to enhance students’ self-efficacy through a participatory training program based on Bandura’s self-efficacy theory. The training involved 15 students and consisted of five sessions: introduction, self-awareness, self-efficacy, positive affirmation, and closing. Evaluation was conducted using both quantitative methods (pre-test and post-test) and qualitative approaches (observation and participant reflection). The results showed a significant increase in self-efficacy scores from a mean of 6.80 to 8.27 (p = 0.003), along with improved self-awareness, confidence, and motivation among participants. Supporting factors included a participatory learning approach, a supportive environment, and small success experiences throughout the sessions. Overall, the self-efficacy training effectively enhanced students’ confidence, self-awareness, and motivation, making it a promising ongoing program for personal development and academic or career readiness. Keywords: Self-Efficacy, Training, University Students, Positive Affirmation, Self-Awareness.]]>
