The Analysis of Self-Efficacy and Classroom Management as Contributors to Teacher Personality of Madrasah Ibtidaiyah

Fidrayani Fidrayani(1*), Eti Hadiati(2),


(1) UIN Syarif Hidayatullah Jakarta
(2) UIN Raden Intan Lampung
(*) Corresponding Author

Abstract


Abstract

A teacher's low self-efficacy causes a weak support of personality competencies for success in learning. This study aims to analyze self-efficacy and classroom management on the personality of Madrasah Ibtidaiyah teachers. The subjects of this study were 25 Madrasah Ibtidaiyah teachers in South Tangerang City, Banten Province who already have teaching certificates. Data collection techniques used questionnaires and interviews. Meanwhile the research data were analyzed using descriptive analysis, starting from data reduction, data presentation, and data conclusion. The results showed that Madrasah Ibitidaiyah teachers in South Tangerang have a good competencies, i.e the percentage of good pedagogical competencies was in the range 50%-100%, 80%-100% for good personality competence, 68%-100 % for good social competence, and 96% -100% for good professional competence. Internal locus of control Madrasah Ibtidaiyah teachers in the city of South Tangerang are in the very high, high and medium categories. While external locus of control is in the low category. This shows that the Madrasah Ibtidaiyah teachers had the belief that they are able to face challenges and threats that come from the environment and the ability to solve problems with high confidence so that all problems can be overcome properly. Therefore, the development of teacher's self-efficacy should get more attention, because it is a factor that can support successful learning

Keywords: self-efficacy, classroom management, teacher personality.

 

Abstrak

Efikasi diri seorang guru yang rendah menyebabkan lemahnya dukungan kompetensi kepribadian terhadap keberhasilan dalam pembelajaran. Penelitian ini bertujuan untuk menganalisis efikasi diri dan manajemen kelas terhadap kepribadian guru Madrasah Ibtidaiyah. Subjek penelitian ini sebanyak 25 guru Madrasah Ibtidaiyah di Kota Tangerang Selatan, Provinsi Banten yang sudah memiliki sertifikat mengajar. Teknik pengumpulan data yang digunakan adalah angket dan wawancara. Sementara itu data hasil penelitian dianalisis menggunakan analisis deskriptif, mulai dari reduksi data, penyajian data, dan penyimpulan data. Hasil penelitian menunjukkan bahwa guru Madrasah Ibitidaiyah di Kota Tangerang Selatan memiliki kompetensi pedagogik yang baik, yakni prosentasenya antara 50%-100%, kompetensi kepribadian yang baik, prosentasenya antara 80%-100%, kompetensi sosial yang baik, prosentasenya antara 68%-100%, dan  kompetensi profesional yang baik pula, yakni prosentasenya antara 96%-100%. Locus of control internal guru madrasah ibtidaiyah di kota Tangerang Selatan berada dalam kategori sangat tinggi, tinggi, dan sedang. Sementara locus of control eksternal dalam kategori rendah. Hal ini menunjukkan bahwa guru madrasah ibtidaiyah memiliki keyakinan bahwa ia mampu menghadapi tantangan dan ancaman yang berasal dari lingkungan luar dan mampu menyelesaikan masalah dengan kepercayaan diri yang tinggi sehingga semua masalah dapat diatasi dengan baik. Oleh karena itu, pengembangan efikasi diri guru harus mendapat perhatian yang lebih besar, karena merupakan salah satu faktor yang dapat mendukung keberhasilan proses pembelajaran.

Kata kunci: self-efficacy, manajemen kelas, kepribadian guru.


Full Text:

PDF

References


Alfares, N. (2017). Benefits and Difficulties of Learning in Group Work in EFL Classes in Saudi Arabia. English Language Teaching, 10(7), 247. https://doi.org/10.5539/elt.v10n7p247.

Angelova, N. V. (2016). Locus of control and its relationship with some social-demographic factors. Psychological Thought, 9(2), 248–258. https://doi.org/10.5964/psyct.v9i2.179.

Ardillah, A. (2019). Teacher’s apperception to enhance students’ interest in learning English at first year of SMPN 1 Wringinanom Gresik. UIN Sunan Ampel.

Arellado, M. A. F., & Palma, B. S. (2016). Students ’ Reasons for Not Doing Their Assignment. International Journal of Multidisciplinary Reasearch and Development, 3(4), 318–320.

Arif, M. I., Rashid, A., Tahira, S. S., & Akhter, M. (2012). Personality and Teaching : An Investigation into Prospective Teachers ’ Personality. International Journal of Humanities and Social Science, 2(17), 161–171.

Bandura, A. (1997). Self-Efficacy: An Exercise of Control. New York W.H. Freeman and Company.

Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-e $ cacy in classroom management. Teaching and Teacher Education, 16, 239–253.

Dull, E., & Reinhardt, S. P. (2014). An analytic approach for discovery. In CEUR Workshop Proceedings (Vol. 1304, pp. 89–92).

Đurišić, M., & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. Center for Educational Policy Studies Journal, 7(3), 137–153.

Ebuenga-Amora, M. (2016). Teachers’organizational commitment, teaching efficacy belief and level of performance in relation to their pupils’ attitude towards mathematics. Education, 2(2), 49–56. http://apiar.org.au/wp-content/uploads/2016/08/6_APJCECT_APCAR_BRR722_EDU_49-56.pdf.

Erawati, M. (2012). Profil dan Faktor-faktor yang memengaruhi efikasi guru MI peserta Dual Mode System. Jurnal Inferensiai, 6(2), 417–440. http://muna.staff.iainsalatiga.ac.id/wp-content/uploads/sites/65/2013/02/efikasi-guru-madrasah-muna-inferensi.pdf.

Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(2), 227–243. https://doi.org/10.1348/000709902158865.

Evertson, C. M., & Neal, K. W. (2006). Looking into Learning-Centered Classrooms Implications for Classroom Management Looking into Learning-Centered Classrooms Implications for Classroom Management (Issue July). http://www.nea.org/tools/behavior-contracts-how-to-write-them.htm.

Fitriani. (2017). Student Commitment to Do Lecture Task Observed from Motivation to Achievement. Advances in Social Secience, Education and Humanities Reasearch (ASSEHR), 66(Yicemap), 176–180. https://doi.org/10.2991/yicemap-17.2017.30.

Frazier, R., Bendixen, L. D., & Hoskins, W. J. (2019). Exploring tThe Role oOf Self-Efficacy iIn Prospective Teachers' career Decision-Making. Journal of Ethnographic & Qualitative Research, 13(4).

Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675–686. https://doi.org/10.1016/S0742-051X(02)00027-6.

Gemechu, D. (2014). The Practices of Teachers’ Involvement in Decision-Making in Goverment Secondary Schools of Jimma Town [Jimma University]. In Pediatric Physical Therapy (Vol. 22, Issue 1). https://doi.org/10.1016/s1013-7025(09)70018-1.

Gibson, H., & Dembo, M. . (1984). Teacher efficacy: a construct validation. Jounal of Educational Psychology, 76(4), 569–582. http://dx.doi.org/10.1037/0022-0663.76.4.569.

Hans, A., Deshpande, A., Pillai, A. E., Fernandes, C. J., Arora, S., Kariya, P., & Uppoor, A. (2017). A Study on Self-Efficacy , Locus of Control and Commitment in Select Private Management Colleges in Oman. Amity Journal of Management Research, 2(1), 1–9.

Hofstede, G. (1991). Culture and Organizations: Software of the mind. London: McGraw-Hill.

Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84.

Ingersoll, R. M., Sirinides, P., & Dougherty, P. (2018). Leadership Matters Teachers’ Roles in School Decision Making and School Performance. American Educator, Spring, 13–17. http://repository.upenn.edu/cpre_workingpapers/15.%0Ahttps://eric.ed.gov/?id=EJ1173452%0Ahttp://repository.upenn.edu/cpre_workingpapers/15.

Kim, L. E., Jorg, V., & Klassen, R. M. (2019). A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. Educational Psychology Review, 31, 163–195. https://doi.org/https://doi.org/10.1007/s10648-018-9458-2.

Moran, Megan, T., Hoy, & Woolfolk, A. (2001). Teacher Efficacy: Capturing An Elusive Construct. Teaching and Teacher Education, 783–805.

Nunn, G. & Jantz, P. (2009). Factors within Response to Intervention Implementation Training Associated with Teacher Efficacy Beliefs. Education, 129, 599–607.

Othman, F. B. (2009). A Study on Personality that Influences Teaching Effectiveness.

Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. doi:https://doi.org/10.1016/j.edurev.2017.08.004.

Phares, E. (1976). Locus of Control in Personality. General Learning Press, Moristown, N.J.

Qasem, L. (2019). Active Parental Involvement Relationship With Socioeconomic Status, and Its Impact on Students’ Academic Performance. International Journal Pedagogy of Social Studies, 3(2), 123–132. https://doi.org/10.17509/ijposs.v3i2.15570

Rosyidah & Ratnasari. (2013). Analisis Hubungan Faktor Pembentuk Efikasi Mengajar Guru Sekolah Dasar (SD) di Kabupaten Jember. Jurnal Statistika Institusi Teknologi Sepuluh Nopember.

Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Moographs, 80(1).

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611.

Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and individual differences, 120, 238-245.

Symonds, P. M. (1947). Personality of the Teacher. The Journal of Educational Research, 40(9), 652–661. https://doi.org/10.1080/00220671.1947.10881564.

Veronika, L., Lívia, F., Anna, T., & Eva, M. (2018). Teachers ’ Self-Efficacy as a Determinant of Lesson Management Quality. TEM Journal, 7(3), 662–669. https://doi.org/10.18421/TEM73-25.

Williams, D. M., & Rhodes, R. E. (2016). The confounded self-efficacy construct: Conceptual analysis and recommendations for future research. Health psychology review, 10(2), 113-128.

Yoo, J. H. (2016). The effect of professional development on teacher efficacy and teachers’ self-analysis of their efficacy change. Journal of Teacher Education for Sustainability, 18(1), 84-94.

Yuliyanto, A., Turmudi, T., Agustin, M., Putri, H. E., & Muqodas, I. (2019). The Interaction Between Concrete-Pictorial-Abstract (CPA) Approach and Elementary Students’ Self-Efficacy In Learning Mathematics. Al Ibtida: Jurnal Pendidikan Guru MI, 6(2), 244-255.

Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2017). The role of self-efficacy and related beliefs in self-regulation of learning and performance. Handbook of competence and motivation: Theory and application, 313.




DOI: 10.24235/al.ibtida.snj.v7i1.6147

Article Metrics

Abstract view : 9 times
PDF - 4 times

Refbacks

  • There are currently no refbacks.




AL IBTIDA Journal Indexed By:

        

 

  

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats

 

Al Ibtida: Jurnal Pendidikan Guru MI Published by Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon In Collaboration with Perkumpulan Dosen Pendidikan Guru Madrasah Ibtidaiyah (PD PGMI) Indonesia.

Editorial Office:

K Building, 1st Floor, Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon.  Perjuangan Street of Sunyaragi, Cirebon City, West Java, Indonesia 45132 Phone. 0231-481264, Fax. 0231-489926, Email: alibtida@syekhnurjati.ac.id