Pengembangan Skala Efikasi Diri Guru Bimbingan Dan Konseling Abad-21
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Dalam memenuhi tuntunan perubahan yang baru diperlukan efikasi diri guru bimbingan dan konseling dalam membersamai konseli. Hal ini dimaksudkan dalam melakukan proses pemberian layanan bimbingan maupun layanan konseling. Tujuannya ialah untuk mengetahui ukuran efikasi diri guru bimbingan dan konseling abad-21 berdasarkan aspek yang dikembangkan. Adapun metode penelitian yang digunakan yakni model pengembangan 4D (define, design, develop, disseminate). Untuk sampel yang digunakan sebanyak 117 guru bimbingan dan konseling. Sedangkan, analisis data melalui uji ahli sebanyak 2 orang dengan inter-rater agreement dan analisis isi. Hasilnya menujukkan bahwa skala efikasi diri guru bimbingan dan konseling abad-21 cukup layak dan cukup reliabel. Oleh karena itu, hasil ini memberikan pemahaman bahwa guru bimbingan dan konseling abad-21 harus memiliki keyakinan diri agar dapat memberikan dampak positif bagi konseli. Untuk itu, penting memiliki keyakinan diri bagi guru bimbingan dan konseling abad-21 guna memahami perannya sebagai guru bimbingan dan konseling atau konselor. Sehingga, efikasi diri guru bimbingan dan konseling abad-21 menjadi optimal.
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Pravesti, C. A., Mufidah, E. F., Nurlitasani, E. N., & Utari, E. D. P. (2023). Pengembangan Skala Efikasi Diri Guru Bimbingan Dan Konseling Abad-21 . Nusantara of Research : Jurnal Hasil-Hasil Penelitian Universitas Nusantara PGRI Kediri, 10(4), 407-415. https://doi.org/10.29407/nor.v10i4.21309
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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
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Ardiyanti, D. (2016). Aplikasi Model Rasch pada Pengembangan Skala Efikasi Diri dalam Pengambilan Keputusan Karier Siswa. Jurnal Psikologi, 43(3), 248-263.
Ariska, D., Diponegoro, A., & Tentama, F. (2021). Validitas dan Reliabilitas Skala Efikasi Diri pada Guru SMK dengan Pemodelan Structural Equation Modelling (SEM). Jurnal Penelitian dan Pengukuran Psikologi, 10(2), 125-130.
Bahri, S., Nurbaity, & Tobing, M. S. (2019). Efikasi Diri Guru Bimbingan dan Konseling terhadap Kompetensinya. Jurnal Pencerahan, 14(2), 105-113.
Cramer, R. J., Neal, T. M. S., & Brodsky, S. L. (2009). Self-Efficacy and Confidence: Theoretical Distinctions and Implications for Trial Consultation. Consulting Psychology Journal, 61(4), 319–334. https://doi.org/10.1037/a0017310
Dahri, N. A., Al-Rahmi, W. M., Almogren, A. S., Yahaya, N., Vighio, M. S., Al-maatuok, Q., Al-Rahmi, A. M., & Al-Adwan, A. S. (2023). Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training. Sustainability, 15(11), 8514. https://doi.org/10.3390/su15118514
Datu, J. A. D., & Mateo, N. J. (2016). Perceived Autonomy Support Moderates the Relations between Counseling Self-Efficacy and Flow among Filipino Counselors. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 35(1), 69-76. https://doi.org/https://doi.org/10.1007/s12144-015-9358-2
Davis, & Geisel, J. (2018). A Study of K-12 Teachers’ Perceptions of Teacher Self-Efficacy in Relation to Instruction of 21st Century Skills. Neumann University.
Dog, K., & Yildirim, A. (2023). Exploring the relationship between technological leadership self-efficacy of primary school administrators and 21st century skills. Participatory Educational Research, 10(4), 16–28. https://doi.org/10.17275/per.23.57.10.4
Hirschman, K., & Wood, B. (2018). 21st Century Learners: Changing Conceptions of Knowledge, Learning and the Child. The New Zealand Annual Review of Education, 23, 20. https://doi.org/10.26686/nzaroe.v23i0.5280
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/http://dx.doi.org/10.1016/j.edurev.2015.11.002
Leigh, Mead: Andrew, & Sara. (2005). Lifting teacher performance: Policy Report, Progressive Policy Institute.
Lent, R. W., Ireland, G. W., Penn, L. T., Morris, T. R., & Sappington, R. (2017). Sources of self-efficacy and outcome expectations for career exploration and decision-making: A test of the social cognitive model of career self-management. Journal of Vocational Behavior, 99, 107–117. https://doi.org/10.1016/j.jvb.2017.01.002
Mufidah, E. F., Pravesti, C. A., & Farid, D. A. M. (2022). Urgensi Efikasi Diri: Tinjauan Teori Bandura. Prosiding Seminar & Lokakarya Nasional Bimbingan dan Konseling 2022, Universitas PGRI Adi Buana Surabaya.
Ooi, P. B., Jaafar, W. M. W., & Crosling, a. G. (2021). Malaysian School Counselor’s Self-Efficacy: The Key Roles of Supervisor Support for Training, Mastery Experience, and Access to Training. Frontiers in Psychology, 12. https://doi.org/doi:10.3389/fpsyg.2021.749225
Salami, S. O., & Ogundokun, M. O. (2009). Emotional intelligence and academic self-efficacy as predictors of academic performance among senior secondary school students in Oyo state, Nigeria. https://api.semanticscholar.org/CorpusID:181901440
Thiagarajan, S. (1974). Instructional development for training teachers of exceptional children. A sourcebook.
Tramontano, C., Grant, C., & Clarke, C. (2021). Development and validation of the e-Work Self-Efficacy Scale to assess digital competencies in remote working. Computers in Human Behavior Reports, 4. https://doi.org/https://doi.org/10.1016/j.chbr.2021.100129
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
Yim, E. P. (2023). Self-efficacy for learning beliefs in collaborative contexts: relations to pre-service early childhood teachers’ vicarious teaching self-efficacy. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1210664