SHARED LEADERSHIP UNTUK PENGEMBANGAN SELF-EFFICACY SISWA PADA PEMBELAJARAN KOLABORATIVE BERBASIS CSCL
Budi Laksono Putro(1*),
Meggy Nurdyansah(2),
Enjun Junaeti(3),
Rizky Rachman Judhie Putra(4),
Waslaluddin Waslaluddin(5),
Eka Fitrajaya Rahman(6)
(1) Departemen Pendidikan Ilmu Komputer, Fakultas Pendidikan Matematika Dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia
(2) Departemen Pendidikan Ilmu Komputer, Fakultas Pendidikan Matematika Dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia
(3) Departemen Pendidikan Ilmu Komputer, Fakultas Pendidikan Matematika Dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia
(4) Departemen Pendidikan Ilmu Komputer, Fakultas Pendidikan Matematika Dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia
(5) Pendidikan Fisika, Fakultas Pendidikan Matematika Dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia
(6) Departemen Pendidikan Ilmu Komputer, Fakultas Pendidikan Matematika Dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia
(*) Corresponding Author
Abstract viewed : 962
| 
PDF downloaded : 93
Abstract
Self-efficacy is a person's self-confidence that he is able to overcome a situation based on his abilities. There is evidence that student self-efficacy has an impact on cognitive and metacognitive learning strategies. So students can work harder, and more diligently, increasing their potential and self-esteem. There is still minimal discussion of constructs and indicators that affect the development of student efficacy. The objective of this study is to apply shared leadership to the development of student self-efficacy in computer-assisted collaborative learning (CSCL). Developing a shared leadership for developing student self-efficacy applies the Smart Learning Environment Establishment Guideline (SLEEG) method with a quasi-experimental research plan with one group post-test. The research was conducted at SMK Negeri 13 Bandung with a sample of 32 individuals in class XI TKJ 1. Analysis of research using PLS-SEM with the Smart-PLS application. The results indicate that the shared leadership metric is valid and reliable. Shared leadership has a significant positive impact on self-efficiency, with p-values of 0.049 < 0.05 and 0.013 < 0.5, respectively. It can be concluded that shared leadership in the CSCL environment can create a sense of responsibility for each member of the group and facilitate the process of interaction among students.
Abstrak
Self-efficacy atau efikasi diri merupakan keyakinan diri seseorang bahwa dia mampu mengatasi suatu situasi berdasarkan kemampuan yang dia miliki. Self-Efficacy siswa terbukti berpengaruh pada strategi kognitif dan metakognitif dalam pembelajaran. Sehingga siswa mampu bekerja lebih keras, lebih tekun, peningkatan potensi dan kepercayaan diri. Namun demikian masih minim pembahasan konstruk dan indicator yang mempengaruhi pengembangan efikasi siswa. Penelitian ini bertujuan menerapkan shared leadership untuk pengembangan self-efficacy siswa pada pembelajaran kolaborative berbasiskan Computer Supported Collaborative Learning (CSCL). Pengembangan shared leadership untuk pengembangan self-efficacy siswa menerapkan metode Smart Learning Environment Establishment Guideline (SLEEG) dengan desain penelitian quasi experimental dengan one group post-test only. Penelitian dilakukan di SMK Negeri 13 Bandung dengan sampel kelas XI TKJ 1 berjumlah 32 orang. Analisis penelitian menggunakan PLS-SEM dengan aplikasi Smart-PLS. Hasil menunjukan bahwa pengukuran shared leardership valid dan reliabel. Shared Leadership berpengaruh positif signifikan terhadap Self-Efficacy dengan p values masing-masing adalah 0,049 < 0,05 dan 0.013 < 0,5. Dapat ditarik kesimpulan bahwa shared leadership pada lingkungan CSCL dapat melatih rasa tanggung jawab pada setiap anggota kelompok dan memudahkan proses interaksi antar siswa.
Keywords
References
Bandura, A. (2020). Self‐efficacy. The Wiley Encyclopedia of Personality and Individual Differences, 1994, 387–391. https://doi.org/10.1002/9781119547174.ch243
D’Innocenzo, L., Kukenberger, M., Farro, A. C., & Griffith, J. A. (2021). Shared leadership performance relationship trajectories as a function of team interventions and members’ collective personalities. Leadership Quarterly, 32(5). https://doi.org/10.1016/j.leaqua.2021.101499
De Backer, L., Van Keer, H., De Smedt, F., Merchie, E., & Valcke, M. (2022). Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students’ performance, motivation, and self-efficacy for learning. Computers and Education, 179(March 2021), 104421. https://doi.org/10.1016/j.compedu.2021.104421
Fiedler, B. A. (2018). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Translating National Policy to Improve Environmental Conditions Impacting Public Health Through Community Planning, 84(2), 1–312. https://doi.org/10.1007/978-3-319-75361-4
Hammouri, Q., & Abu-Shanab, E. (2018). Exploring factors afecting users’ satisfaction toward e-learning systems. International Journal of Information and Communication Technology Education, 14(1), 44–57. https://doi.org/10.4018/IJICTE.2018010104
Hernández-Sellés, N., Pablo-César Muñoz-Carril, & González-Sanmamed, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computers and Education, 138, 1–12. https://doi.org/10.1016/j.compedu.2019.04.012
Kitching, J., Cassidy, S., Eachus, P., & Hogg, P. (2011). Creating and validating self-efficacy scales for students. Radiologic Technology, 83(1), 10–19.
Leguina, A. (2015). A primer on partial least squares structural equation modeling (PLS-SEM). In International Journal of Research & Method in Education (Vol. 38, Issue 2). https://doi.org/10.1080/1743727x.2015.1005806
Martanto, R., Sudira, P., Mutohhari, F., Nurtanto, M., & Astuti, M. (2022). The Effect of Self-Efficacy and Emotional Intelligence on Project-Based Learning in Vocational Education. Kwangsan: Jurnal Teknologi Pendidikan, 10(1), 15. https://doi.org/10.31800/jtp.kw.v10n1.p15--29
McCauley, C. D., & Palus, C. J. (2021). Developing the theory and practice of leadership development: A relational view. Leadership Quarterly, 32(5), 101456. https://doi.org/10.1016/j.leaqua.2020.101456
Ramingwong, L., Ramingwong, S., & Kusalaporn, P. (2017). Solo scrum in bureaucratic organization: A case study from Thailand. Lecture Notes in Electrical Engineering, 449, 341–348. https://doi.org/10.1007/978-981-10-6451-7_40
Ringle, Christian M., Wende, Sven, & Becker, J.-M. (2015). SmartPLS.
Rosmansyah, Y., Putro, B. L., Putri, A., Utomo, N. B., & Suhardi. (2022). A simple model of smart learning environment. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.2020295
Saragih, S., Markus, T., Rhian, P., & Setiawan, S. (n.d.). EKSPLORASI KESIAPAN DOSEN DAN MAHASISWA MENJALANI PEMBELAJARAN JARAK JAUH DI MASA PANDEMI COVID-19.
Schlegel, R. J., Chu, S. L., Chen, K., Deuermeyer, E., Christy, A. G., & Quek, F. (2019). Making in the classroom: Longitudinal evidence of increases in self-efficacy and STEM possible selves over time. Computers and Education, 142(June 2018), 103637. https://doi.org/10.1016/j.compedu.2019.103637
Scott-Young, C. M., Georgy, M., & Grisinger, A. (2019). Shared leadership in project teams: An integrative multi-level conceptual model and research agenda. International Journal of Project Management, 37(4), 565–581. https://doi.org/10.1016/j.ijproman.2019.02.002
Serban, A., & Roberts, A. J. B. (2016). Exploring antecedents and outcomes of shared leadership in a creative context: A mixed-methods approach. Leadership Quarterly, 27(2), 181–199. https://doi.org/10.1016/j.leaqua.2016.01.009
Tan, & Oon-Seng. (2021). Problem-based learning innovation: Using problems to power learning in the 21st century.
Wentzel, K. R., Miele, D. B., Schunk, D. H., & Dibenedetto, M. K. (2016). Handbook of Motivation at School. Handbook of Motivation at School. https://doi.org/10.4324/9781315773384
Zhu, J., Liao, Z., Yam, K. C., & Johnson, R. E. (2018). Shared leadership: A state-of-the-art review and future research agenda. Journal of Organizational Behavior, 39(7), 834–852. https://doi.org/10.1002/job.2296
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Budi Laksono Putro, Meggy Nurdyansah, Enjun Junaeti, Rizky Rachman Judhie Putra, Waslaluddin Waslaluddin, Eka Fitrajaya Rahman
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Kwangsan Indexed By
Kwangsan: Jurnal Teknologi Pendidikan diterbitkan oleh Balai Besar Guru Penggerak (BBGP) Prov. Jawa Timur.
Kementerian Pendidikan dan Kebudayaan
Alamat Redaksi:
Jl. Mangkurejo, Ds. Kwangsan, Sedati - Sidoarjo.
Telp 0318911373 Fax. 0318911392
Email: jurnal.kwangsan@kemdikbud.go.id & jurnalkwangsan@dikbud.belajar.id