Penerapan Analisis Komponen Utama dalam Penentuan Faktor Dominan yang Mempengaruhi Self-efficacy Guru Matematika dalam Menghadapi Dinamika Pembelajaran di Masa Pandemi Covid 19
DOI:
https://doi.org/10.35194/jp.v11i1.2054Kata Kunci:
analisis komponen utama, self-efficacy guruAbstrak
Analisis Komponen Utama (AKU) adalah salah satu metode yang dapat digunakan untuk mereduksi ukuran variabel dari yang berukuran besar dan saling berkorelasi menjadi ukuran yang lebih kecil dan tidak saling berkorelasi. Pendekatan penelitian yang digunakan adalah penelitian kuantitatif, yang melibatkan 93 responden. Pada penelitian ini dilakukan analisis komponen utama pada self efficacy guru matematika di Kabupaten Cianjur dalam menghadapi dinamika pembelajaran di masa pandemi covid-19. Berdasarkan analisis yang dilakukan, dapat disimpulkan bahwa terdapat 3 faktor utama yang mempengaruhi Self efficacy Guru diantaranya faktor construct self efficacy dengan nilai eigen paling tinggi yaitu 4,378 dan varians sebesar 43,784%, faktor jam terbang dengan varians 19,067% dan faktor tingkat Pendidikan dengan varians 10,397%. Total varians yang dapat dijelaskan dari ketiga faktor tersebut sebesar 73,249%.Referensi
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Bandura, A. (1986). Social foundations of thought and action. Englewoods Cliffs. NJ: Prentice-Hall.
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Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement. Teaching and Teacher Education, 26(8), 1598–1608. https://doi.org/10.1016/j.tate.2010.06.011
Ghaith, G., & Yaghi, H. (1997). Relationships Among Experience, Teacher Efficacy, and Attitudes toward The Implementation of Instructional Innovation. Teaching and Teacher Education, 13(4), 451–458. https://doi.org/10.1016/S0742-051X(96)00045-5
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Hardika, J., Sebayang, D., & Sembiring, P. (2013). Penerapan Analisis Komponen Utama dalam Penentuan Faktor Dominan yang Mempengaruhi Prestasi Belajar Siswa (Studi Kasus: SMAN 1 Medan). Saintia Matematika, 1(6), 507–516.
Inayah, S., Juandi, D., Siswanto, R. D., & Morin, S. (2022). Self-Efficacy Guru Matematika dalam Menghadapi Dinamika Pembelajaran di Masa Pandemi Covid-19. JPMI (Jurnal Pembelajaran Matematika Inovatif), 5(2), 439–450.
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Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ Self-Efficacy, Personality, and Teaching Effectiveness: A Meta-Analysis. Educational Research Review, 12, 59–76.
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Ross, J. A. (1992). Teacher Efficacy and the Effects of Coaching on Student Achievement. Canadian Journal of Education / Revue Canadienne de l’éducation, 17(1), 51. https://doi.org/10.2307/1495395
Schwarzer, R., & Hallum, S. (2008). Perceived Teacher Self-Efficacy as A Predictor of Job Stress and Burnout: Mediation Analyses. Applied Psychology, 57(SUPPL. 1), 152–171. https://doi.org/10.1111/j.1464-0597.2008.00359.x
Septian, A., & Monariska, E. (2021). The Improvement of Mathematics Understanding Ability on System Of Linear Equation Materials and Students Learning Motivation using Geogebra-Based Educational Games. Al-Jabar : Jurnal Pendidikan Matematika, 12(2), 371–384. https://doi.org/10.24042/ajpm.v12i2.9927
Supranto, J. (2010). Analisis Multivariat Arti dan Interprestasi, cet. Kedua. Jakarta: Rineka Cipta.
Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D., & Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), 345–360. https://doi.org/10.1080/03055698.2010.507008
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., & Hoy, A. W. (2007). The Differential
Antecedents of Self-Efficacy Beliefs of Novice and Experienced Teachers. Teaching and Teacher Education, 23(6), 944–956. https://doi.org/10.1016/j.tate.2006.05.003
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
Vandermaas-Peeler, M., Nelson, J., & Bumpass, C. (2007). Quarters Are What You Put into The Bubble Gum Machine: Numeracy Interactions During Parent-Child Play. Early Childhood Research and Practice, 9(1).
Weiner, I. B., & Craighead, W. E. (2010). The Corsini Encyclopedia of Psychology. In Choice Reviews Online (Vol. 47, Issue 11). John Wiley & Sons. https://doi.org/10.5860/choice.47-6008
Yoon, S. Y., Evans, M. G., & Strobel, J. (2012). Development of The Teaching Engineering Self-Efficacy Scale (TESS) for K-12 teachers. ASEE Annual Conference and Exposition, Conference Proceedings, 25–466. https://doi.org/10.18260/1-2--21224
Yuliana, Y., Anindita, H. A., & Syaifuddin, M. W. (2021). Pengaruh Konsentrasi Belajar dan Lingkungan Belajar terhadap Hasil Belajar Matematika pada Pembelajaran Daring. PRISMA, 10(2), 141–155. https://doi.org/10.35194/jp.v10i2.1732
Zee, M., & Koomen, H. M. Y. (2016). Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Ashton, P. T., Webb, R. B., & Doda, N. (1983). A Study of Teachers Sense of Efficacy: Final Report, Executive Summary (Report No. SP 022 818). Washington, DC: National Institute of Education.(ERIC Document Reproduction Service No. ED 231 833).
Bandura, A. (1986). Social foundations of thought and action. Englewoods Cliffs. NJ: Prentice-Hall.
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-Efficacy: The Exercise of Control. Journal of Cognitive Psychotherapy, 13(2), 158–166. https://doi.org/10.1891/0889-8391.13.2.158
Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement. Teaching and Teacher Education, 26(8), 1598–1608. https://doi.org/10.1016/j.tate.2010.06.011
Ghaith, G., & Yaghi, H. (1997). Relationships Among Experience, Teacher Efficacy, and Attitudes toward The Implementation of Instructional Innovation. Teaching and Teacher Education, 13(4), 451–458. https://doi.org/10.1016/S0742-051X(96)00045-5
Ginting, F. (2016). Penerapan Analisis Komponen Utama dalam Penentuan Faktor Dominan yang Mempengaruhi Prestasi Belajar Siswa (Studi Kasus: SMAN 2 MEDAN). UNIMED.
Hardika, J., Sebayang, D., & Sembiring, P. (2013). Penerapan Analisis Komponen Utama dalam Penentuan Faktor Dominan yang Mempengaruhi Prestasi Belajar Siswa (Studi Kasus: SMAN 1 Medan). Saintia Matematika, 1(6), 507–516.
Inayah, S., Juandi, D., Siswanto, R. D., & Morin, S. (2022). Self-Efficacy Guru Matematika dalam Menghadapi Dinamika Pembelajaran di Masa Pandemi Covid-19. JPMI (Jurnal Pembelajaran Matematika Inovatif), 5(2), 439–450.
Johnson, R. A., & Wichern, D. W. (2014). Applied Multivariate Statistical Analysis (Vol. 6). Pearson London, UK:
Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ Self-Efficacy, Personality, and Teaching Effectiveness: A Meta-Analysis. Educational Research Review, 12, 59–76.
https://doi.org/10.1016/j.edurev.2014.06.001
Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher Efficacy Research 1998-2009: Signs of Progress or Unfulfilled Promise? Educational Psychology Review, 23(1), 21–43. https://doi.org/10.1007/s10648-010-9141-8
Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in Teacher Efficacy and Student Self- and Task-Related Beliefs in Mathematics During the Transition to Junior High School. Journal of Educational Psychology, 81(2), 247–258. https://doi.org/10.1037/0022-0663.81.2.247
Pellegrino, J. W., & Hilton, M. L. (2013). Education for Life and Work: Developing Transferable Knowledge and Skills in The 21st Century. In Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. National Academies Press. https://doi.org/10.17226/13398
Rohmah, W. N., Septian, A., & Inayah, S. (2020). Analisis Kemampuan Penalaran Matematis Materi Bangun Ruang Ditinjau Gaya Kognitif Siswa Menengah Pertama. PRISMA. https://doi.org/10.35194/jp.v9i2.1043
Ross, J. A. (1992). Teacher Efficacy and the Effects of Coaching on Student Achievement. Canadian Journal of Education / Revue Canadienne de l’éducation, 17(1), 51. https://doi.org/10.2307/1495395
Schwarzer, R., & Hallum, S. (2008). Perceived Teacher Self-Efficacy as A Predictor of Job Stress and Burnout: Mediation Analyses. Applied Psychology, 57(SUPPL. 1), 152–171. https://doi.org/10.1111/j.1464-0597.2008.00359.x
Septian, A., & Monariska, E. (2021). The Improvement of Mathematics Understanding Ability on System Of Linear Equation Materials and Students Learning Motivation using Geogebra-Based Educational Games. Al-Jabar : Jurnal Pendidikan Matematika, 12(2), 371–384. https://doi.org/10.24042/ajpm.v12i2.9927
Supranto, J. (2010). Analisis Multivariat Arti dan Interprestasi, cet. Kedua. Jakarta: Rineka Cipta.
Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D., & Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), 345–360. https://doi.org/10.1080/03055698.2010.507008
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., & Hoy, A. W. (2007). The Differential
Antecedents of Self-Efficacy Beliefs of Novice and Experienced Teachers. Teaching and Teacher Education, 23(6), 944–956. https://doi.org/10.1016/j.tate.2006.05.003
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
Vandermaas-Peeler, M., Nelson, J., & Bumpass, C. (2007). Quarters Are What You Put into The Bubble Gum Machine: Numeracy Interactions During Parent-Child Play. Early Childhood Research and Practice, 9(1).
Weiner, I. B., & Craighead, W. E. (2010). The Corsini Encyclopedia of Psychology. In Choice Reviews Online (Vol. 47, Issue 11). John Wiley & Sons. https://doi.org/10.5860/choice.47-6008
Yoon, S. Y., Evans, M. G., & Strobel, J. (2012). Development of The Teaching Engineering Self-Efficacy Scale (TESS) for K-12 teachers. ASEE Annual Conference and Exposition, Conference Proceedings, 25–466. https://doi.org/10.18260/1-2--21224
Yuliana, Y., Anindita, H. A., & Syaifuddin, M. W. (2021). Pengaruh Konsentrasi Belajar dan Lingkungan Belajar terhadap Hasil Belajar Matematika pada Pembelajaran Daring. PRISMA, 10(2), 141–155. https://doi.org/10.35194/jp.v10i2.1732
Zee, M., & Koomen, H. M. Y. (2016). Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
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