GAMBARAN SELF-EFFICACY AKADEMIK SISWA SEKOLAH MENENGAH DI DESA MUKAI TENGAH KECAMATAN SIULAK MUKAI DALAM PERSPEKTIF BIMBINGAN DAN KONSELING
Keywords:
self-efficacy akademik, siswa sekolah menengah, bimbingan dan konseling, persentase, SEQ-CAbstract
Self-efficacy akademik merupakan keyakinan siswa terhadap kemampuannya dalam menghadapi dan menyelesaikan tuntutan akademik. Penelitian ini bertujuan mendeskripsikan self-efficacy akademik siswa sekolah menengah di Desa Mukai Tengah, Kecamatan Siulak Mukai, serta menginterpretasikan temuan dalam perspektif bimbingan dan konseling. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan 30 responden berusia 12–17 tahun yang dipilih berdasarkan kriteria penelitian. Instrumen menggunakan tujuh butir subskala academic self-efficacy dari Self-Efficacy Questionnaire for Children (SEQ-C) versi adaptasi Indonesia. Data dianalisis menggunakan distribusi frekuensi dan persentase pada skala 1–5 untuk setiap pilihan jawaban. Hasil menunjukkan bahwa kemampuan menyelesaikan pekerjaan rumah setiap hari dan kemampuan lulus ujian sekolah memiliki proporsi respons positif tertinggi, yaitu masing-masing sebesar 73,3%, diikuti oleh keyakinan lulus seluruh mata pelajaran sebesar 70,0% dan kemampuan menyelesaikan tugas yang memuaskan orang tua atau keluarga sebesar 63,3%. Proporsi respons dengan skor 4–5 lebih rendah pada kemampuan belajar ketika ada banyak hal lain yang menarik perhatian dan fokus di kelas (43,3%). Pola tersebut, secara deskriptif, menunjukkan bahwa respons positif lebih banyak muncul pada bagian penyelesaian tugas dan hasil akademik daripada penguasaan materi dan pengelolaan perhatian. Dalam perspektif bimbingan dan konseling, temuan dapat digunakan sebagai asesmen kebutuhan awal untuk merancang layanan bimbingan belajar yang menekankan strategi penguasaan materi, konsentrasi, pengelolaan distraksi, dan penguatan self-efficacy akademik siswa.
References
Affandi, G. R., Widyastuti, W., & Amir, M. F. (2022). Adaptation and validation of the Self-Efficacy Questionnaire for Children (SEQ-C) for Indonesian orphanage students. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 8(3), 521–533. https://doi.org/10.33394/jk.v8i3.5809
Darmayanti, K. K. H., Meyrinda, J., Anggraini, E., Utami, A. N., Martha, A. S. D., Faizah, L., Maulina, D., & Seniati, A. N. L. (2024). Testing psychometric property on the Indonesian Academic Self-Efficacy Scale (TIASS). Jurnal Psikologi, 23(2), 154–175. https://doi.org/10.14710/jp.23.2.154-175
Dewi, F. A., Atmoko, A., & Triyono. (2016). Keefektifan teknik self instruction dalam konseling cognitive behavior counseling untuk meningkatkan efikasi diri sosial siswa SMKN 2 Malang. Jurnal Kajian Bimbingan dan Konseling, 1(4), 172–178. https://doi.org/10.17977/um001v1i42016p172
Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: The mediator role of students' expectancy-value beliefs. Frontiers in Psychology, 8, 1193. https://doi.org/10.3389/fpsyg.2017.01193
Gebauer, M. M., McElvany, N., Köller, O., & Schöber, C. (2021). Cross-cultural differences in academic self-efficacy and its sources across socialization contexts. Social Psychology of Education, 24, 1407–1432. https://doi.org/10.1007/s11218-021-09658-3
Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20, 76. https://doi.org/10.1186/s12909-020-01995-9
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/10.1016/j.edurev.2015.11.002
Huang, C. (2016). Achievement goals and self-efficacy: A meta-analysis. Educational Research Review, 19, 119–137. https://doi.org/10.1016/j.edurev.2016.07.002
Huang, S., Li, X., Chen, S.-H., Fang, Z., Lee, C.-Y., & Chiang, Y.-C. (2024). Enhancing academic self-efficacy on decreasing adolescents' unmonitored internet usage and depressive mood. Heliyon, 10(1), e23286. https://doi.org/10.1016/j.heliyon.2023.e23286
Ifdil, I., Bariyyah, K., Dewi, A. K., & Rangka, I. B. (2019). The College Academic Self-Efficacy Scale (CASES): An Indonesian validation to measure the self-efficacy of students. Jurnal Kajian Bimbingan dan Konseling, 4(4), 115–121. https://doi.org/10.17977/um001v4i42019p115
Jiang, S., Liu, R.-D., Ding, Y., Fu, X., Sun, Y., Jiang, R., & Hong, W. (2020). Implicit theories and engagement in math among Chinese adolescent students: A moderated mediation model of intrinsic value and academic self-efficacy. Frontiers in Psychology, 11, 1325. https://doi.org/10.3389/fpsyg.2020.01325
Kristensen, S. M., Larsen, T. M. B., Urke, H. B., & Danielsen, A. G. (2023). Academic stress, academic self-efficacy, and psychological distress: A moderated mediation of within-person effects. Journal of Youth and Adolescence, 52, 1512–1529. https://doi.org/10.1007/s10964-023-01770-1
Lei, W., Wang, X., Dai, D. Y., Guo, X., Xiang, S., & Hu, W. (2022). Academic self-efficacy and academic performance among high school students: A moderated mediation model of academic buoyancy and social support. Psychology in the Schools, 59, 885–899. https://doi.org/10.1002/pits.22653
Organisation for Economic Co-operation and Development. (2023). PISA 2022 results (Volume I and II): Country notes—Indonesia. OECD Publishing.
Putri, E. K., & Febriani, A. (2021). Academic self-efficacy as the mediator of adolescent-parent secure attachment effect towards the academic stress of senior high school students. Jurnal Psikologi, 48(2), 57–66. https://doi.org/10.22146/jpsi.52491
Salim, F., & Fakhrurrozi, M. (2020). Efikasi diri akademik dan resiliensi pada mahasiswa. Jurnal Psikologi, 16(2), 175–187. https://doi.org/10.24014/jp.v16i2.9718
Schöber, C., Schütte, K., Köller, O., McElvany, N., & Gebauer, M. M. (2018). Reciprocal effects between self-efficacy and achievement in mathematics and reading. Learning and Individual Differences, 63, 1–11. https://doi.org/10.1016/j.lindif.2018.01.008
Taheri, F., Tarrahi, M. J., Mahdavianfar, M., & Fathian-Dastgerdi, Z. (2023). Social, emotional, and academic self-efficacy of adolescents in suburban areas: Analysing interdependencies across socio-demographic factors. International Journal of Adolescence and Youth, 28(1), 2270042. https://doi.org/10.1080/02673843.2023.2270042
Talsma, K., Schüz, B., Schwarzer, R., & Norris, K. (2018). I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences, 61, 136–150. https://doi.org/10.1016/j.lindif.2017.11.015
Vestad, L., Bru, E., Virtanen, T. E., & Stallard, P. N. (2021). Associations of social and emotional competencies, academic efficacy beliefs, and emotional distress among students in lower secondary school. Social Psychology of Education, 24, 413–439. https://doi.org/10.1007/s11218-021-09624-z
Wahyuni, S. F., & Dahlia. (2020). Hubungan antara efikasi diri akademik dengan prestasi akademik pada siswa SMA di Banda Aceh. Seurune: Jurnal Psikologi Unsyiah, 3(2), 80–100. https://doi.org/10.24815/s-jpu.v3i2.17612
Weißenfels, M., Hoffmann, D., Dörrenbächer-Ulrich, L., & Perels, F. (2023). Linking academic buoyancy and math achievement in secondary school students: Does academic self-efficacy play a role? Current Psychology, 42, 23422–23436. https://doi.org/10.1007/s12144-022-03488-y
Yang, Y., Li, G., Su, Z., & Yuan, Y. (2021). Teacher's emotional support and math performance: The chain mediating effect of academic self-efficacy and math behavioral engagement. Frontiers in Psychology, 12, 651608. https://doi.org/10.3389/fpsyg.2021.651608
Yokoyama, S. (2019). Academic self-efficacy and academic performance in online learning: A mini review. Frontiers in Psychology, 9, 2794. https://doi.org/10.3389/fpsyg.2018.02794
Zhao, Y., Zheng, Z., Pan, C., & Zhou, L. (2021). Self-esteem and academic engagement among adolescents: A moderated mediation model. Frontiers in Psychology, 12, 690828. https://doi.org/10.3389/fpsyg.2021.690828
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Okti Klara Midia, Reno Diqqi Alghzali (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
