Self-Efficacy of Pre-service Mathematics Teachers in Online Learning Based on Video Conference
Keywords:
Online Learning, Self-efficacy, Video ConferenceAbstract
Self-efficacy is defined as an individual's belief in their ability to achieve specific goals. For pre-service mathematics teachers, their primary role in the learning process demands a high level of self-efficacy to effectively adapt in the context of online learning based on video conference platforms. Therefore, the purpose of this research is to find out the self-efficacy of pre-service mathematics teachers in online learning based on video conferences. This research is a descriptive quantitative study with the population of all pre-service mathematics teachers of Malikussaleh University for the 2020/2021 academic year. The sample was selected using purposive sampling techniques which amounted to 41 pre-service mathematics teachers. The instrument used is a self-efficacy questionnaire containing 25 statements that have been tested and analyzed for validation. The questionnaire was given after 4 meetings were conducted online video conference-based learning. The results showed that through online learning based on video conference, 24.4% of pre-service mathematics teachers have high self-efficacy, 56.1% of pre-service mathematics teachers have moderate self-efficacy, and 19.5% of pre-service mathematics teachers have low self-efficacy. The implications of these findings can be utilized as a foundation for the development of more effective strategies and approaches in online learning contexts. This research makes a significant contribution to understanding the factors influencing the self-efficacy of pre-service mathematics teachers in facing the challenges of online learning.
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