SELF-EFFICACY GURU SEKOLAH DASAR DI KOTA BANDUNG DALAM PEMBELAJARAN BLENDED LEARNING PADA MASA PANDEMI COVID-19 - Ridha Fauzia Rimuna, - (2022)
Pandemi covid-19 mempengaruhi sistem pendidikan di Indonesia, metode pembelajaran yang semula dilakukan secara offline menjadi online dan berkembang menjadi pembelajaran blended learning, hal ini menuntut guru untuk melakukan perubahan dalam proses belajar mengajar yang juga berpengaruh terhadap self-efficacy guru. Penelitian ini bertujuan untuk mengkaji profil self-efficacy guru, dinamika self efficacy guru, sumber-sumber self-efficacy, serta faktor-faktor yang mempengaruhi self-efficacy guru dalam pembelajaran blended learning di masa pandemi covid-19. Penelitian ini menggunakan pendekatan kualitatif dengan desain penelitian fenomenologi. Teknik pengambilan data dengan melakukan wawancara. Pemilihan partisipan penelitian menggunakan prosedur typical case sampling. Partisipan penelitian terdiri dari empat orang guru Sekolah Dasar. Data yang diperoleh dianalisis menggunakan model analisis interaktif Huberman dan Miles. Temuan menunjukan bahwa profil self-efficacy keempat partisipan beragam bergantung kepada hambatan yang dihadapinya. Dinamika self-efficacy keempat partisipan pada awal pandemi mengalami penurunan, seiring berjalannya waktu guru dapat beradaptasi dengan perubahan yang terjadi sehingga mendapatkan solusi yang baik dalam proses belajar mengajar yang membuat adanya peningkatan self-efficacy. Mastery experience, vicarious experience, verbal persiasion, dan physiological emotional state menjadi sumber self-efficacy. Self-efficacy guru dipengaruhi oleh gender, sifat terhadap tugas yang dihadapi, status atau peran individu dalam lingkungannya, pengalaman masa lalu, lingkungan sekitar dan dukungan sosial. The COVID-19 pandemic has impacted the education system in Indonesia, as previously offline instruction has shifted online and evolved into blended learning, this necessitates modifications to the teaching and learning process, which impacts the teacher's sense of self-efficacy. This study seeks to investigate the characteristics of teacher self-efficacy, the dynamics of teacher self-efficacy, the sources of self-efficacy, and the factors that influence teacher self-efficacy in blended learning during the COVID-19 pandemic. This study employs a qualitative methodology and phenomenological research design. Interviewing is a strategy for collecting data. The selection of research participants was conducted using a typical case sampling method. Four primary school teachers comprised the research participants. Using the interactive analytic paradigm of Huberman and Miles, the acquired data were analyzed. The results indicate that the self-efficacy profiles of the four participants differ based on the challenges they confront. At the beginning of the pandemic, the dynamics of the self-efficacy of the four participants decreased; nevertheless, over time, the teacher was able to adjust to the changes that happened in order to obtain a good solution in the teaching and learning process, resulting in an improvement in self-efficacy. Mastery experience, vicarious experience, verbal persiasion, and physiological emotional state were a source by self-efficacy. Teacher self-efficacy is determined by gender, the nature of the task at hand, the individual's status or function in his environment, past experiences, the surrounding environment, and social support