Pengaruh Self-Efficacy, Technology Acceptance, dan Motivasi Belajar Terhadap Prestasi Akademis Siswa dalam Online Learning di SMPK Kalam Kudus Dumai
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Mar 16, 2023
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Abstract
The use of e-learning in accelerated learning due to the Covid-19 pandemic has brought about changes in the world of education in Indonesia so that it has an impact on student academic achievement. Students' academic achievement is influenced by several factors, including self-efficacy, technology acceptance, and learning motivation. This study aims to determine the effect of self-efficacy, technology acceptance, and learning motivation on students' academic achievement in online learning. The research subjects were 38 students of SMPK Kalam Kudus Dumai, where among students there was a decrease in academic achievement in online learning. The study used a quantitative approach with correlation and regression testing. The results obtained show that self-efficacy, technology acceptance, and learning motivation together have a positive effect on students' academic achievement in online learning.
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Sihombing, E., & Yugopuspito, P. (2023). Pengaruh Self-Efficacy, Technology Acceptance, dan Motivasi Belajar Terhadap Prestasi Akademis Siswa dalam Online Learning di SMPK Kalam Kudus Dumai. Journal on Education, 5(4), 12881- 12896. https://doi.org/10.31004/joe.v5i4.2276
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References
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Sardiman. (2011). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raja Grafindo Persada.
Sarioglu, S., & Girgin, S. (2020). The effect of using virtual reality in 6th grade science course the cell topic on students academic achievements and attitudes towards the course. Journal of Turkish Science Education 17(1), 109-125.
Suldo, S., & Shuffer, E. (2007). Evaluation of the self-efficacy questionnaire for children in two samples of American adolescents. Journal of Psychoeducational Assessment, 25(4), 341-355. doi: 10.1177/0734282907300636.
Teo, T., & Van, S. P. (2012). Understanding the intention to use technology by preservice teachers: An empirical test of competing theoretical models. IJHCI, 28, 178–188. doi: 10.1080/10447318. 2011.581892.
Wan, L., Xie, S., & Shu. A. (2020). Toward an understanding of university students’ continued intention to use MOOCs: When UTAUT model meets TTF model. Sage Open, 10(3), 104. 2158244020941858.
Wu, Hongbin., Shan, Li., Juan, Zheng., & Jianru, Guo. (2020). Medical students’ motivation and academic performance: The mediating roles of self- efficacy and learning engagement. Medical Education Online, 25 (1) doi:10.1080/10872981.2020.1742964.
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.
Zhen, R., Ru-De, L., Yi, D., Jia, W., Ying, L., & Le, X. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences Journal, 54, 210-216. doi: 10.1016/j.lindif.2017.01.017.
Abdou, D., & Jasimuddin, S. (2020). The use of the UTAUT model in the adoption of e-learning technologies. Journal of Global Information Management, 28(4), 38-51. doi: 10.4018/jgim.2020100103.
Al-Rahmi., Waleed, M., Norma, A., Mohd, S. O., Ahmed, I. A., Osama, A., Ali, A. S., & Nur, S. A. R. (2018). Use of e-learning by University Students in Malaysian Higher Educational Institutions: A case in Universiti Teknologi Malaysia. IEEE Access, 6, 14268-14276. doi:10.1109/access.2018.2802325.
Amadu, L., Sikandar, S. M., Abubakari, S. M., Grace, O., & Sadia, L. (2018). Using technology acceptance model to measure the ESE of social media for collaborative learning in ghana. Journal of Technology and Science Education, 8(4), 301-321. doi:10.3926/jotse.383.
Becker, D., Aimee, P., & Dawna, D. (2016). The roles of technology acceptance and computer learner aptitude on accounting student learning achievement with IDEA software. International Journal of Learning Technology, 11(4), 270-286. doi:10.1504/ijlt.2016.081709.
Bouih, A., Nadif, B., & Benattabou, D. (2021). Assessing the effect of general self- efficacy on academic achievement using path analysis: a preliminary study. Journal Eng. Lang. Teach. Appl. Linguist, 3, 18–24. doi: 10.32996/jeltal.2021.3.4.3.
Eccles, J. S., & Wigfield, A. (2015). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216. doi: 10.1016/j.lindif.2014.11.022.
Fowler, K. S. (2018). The motivation to learn online questionnaire.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th). Hampshire, UK: Cengage Learning.
Hanham, J., Chwee, B. L., & Timothy, T. (2021). The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring. Computers & Amp. Education, 172, 104-252. doi: 10.1016/j.compedu.2021.104252.
Høigaard, R., Velibor, B. K., Nina, C. Ø., & Tommy, H. (2015). Academic self-efficacy mediates the effects of school psychological climate on academic achievement. School Psychology Quarterly, 30(1), 64-74. doi:10.1037/spq0000056.
Hsieh, J. S. C., Huang, Y. M., & Wu, W. C. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Comput. Hum. Behaviour, 70, 178–190. doi: 10.1016/j.chb.2016.12.066.
Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49, 505-528.
Jalapang, I., & Raman, A. (2020). Effect of instructional leadership, principal efficacy, teacher efficacy, and school climate on students academic achievements. Academic Journal of Interdisciplinary Studies, 9(3), 72-82. doi:10.36941/ajis-2020-0043.
Kusumadewi, A. N., Nanda, A. L., Rhomy, P., & Dewi, T. (2021). Technology acceptance model (TAM) in the use of online learning applications during the Covid-19 pandemic for parents of elementary school students. Edunesia: Jurnal Ilmiah Pendidikan, 2(1), 272-292. doi:10.51276/edu. v2i1.120.
Lingling, L. Z., Peng, L., Lu, H., Liao, H., & Li. (2020). Peer relationships, self-efficacy, academic motivation, and mathematics achievement in zhuang. Adolescents: A Moderated Mediation Model, Children and Youth Services Review, doi: https://doi.org/10.1016/j.childyouth.2020.105358.
Munir, M. A., Shabir., Ghulam, P., & Sharif, S. (2021). Technology acceptance model and academic performance of postgraduate students: The moderating role of academic self-efficacy. Library Philosophy and Practice (e- journal), 4888-4921.
Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2018). Student self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of Youth and Adolescence, 48(2), 326-340. https://doi.org/10.1007/s10964-018-0952-0.
Omer, M., Klomsri, T., Tedre, M., Popova, I., Klingberg-Allvin, M., & Osman, F. (2015). E-learning opens door to the global community: Novice users’ experiences of e-learning in a Somali University. MERLOT: Journal of Online Learning and Teaching, 11(2), 270.
Öztürk, Çilem., & Korkmaz, Özgen. (2022). The effect of gamification activities on students' academic achievements in social studies course, attitudes towards the course and cooperative learning skills. Last Modified 2022.
Pala, Ş.M., & Başıbüyük, A. (2021). The predictive effect of digital literacy, self-control, and motivation on the academic achievement in the science, technology, and society learning area. Tech Know Learn. https://doi.org/10.1007/s10758-021-09538x.
Rafiola, R. H., Punaji, S., Carolina, L. R., & M. Ramli. (2020). The effect of learning motivation, self-efficacy, and blended learning on students: Achievement in the industrial revolution 4.0. International Journal of Emerging Technologies In Learning (ILJET). 15(08), 59-71. doi:10.3991/ijet. v15i08.12525.
Sardiman. (2011). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raja Grafindo Persada.
Sarioglu, S., & Girgin, S. (2020). The effect of using virtual reality in 6th grade science course the cell topic on students academic achievements and attitudes towards the course. Journal of Turkish Science Education 17(1), 109-125.
Suldo, S., & Shuffer, E. (2007). Evaluation of the self-efficacy questionnaire for children in two samples of American adolescents. Journal of Psychoeducational Assessment, 25(4), 341-355. doi: 10.1177/0734282907300636.
Teo, T., & Van, S. P. (2012). Understanding the intention to use technology by preservice teachers: An empirical test of competing theoretical models. IJHCI, 28, 178–188. doi: 10.1080/10447318. 2011.581892.
Wan, L., Xie, S., & Shu. A. (2020). Toward an understanding of university students’ continued intention to use MOOCs: When UTAUT model meets TTF model. Sage Open, 10(3), 104. 2158244020941858.
Wu, Hongbin., Shan, Li., Juan, Zheng., & Jianru, Guo. (2020). Medical students’ motivation and academic performance: The mediating roles of self- efficacy and learning engagement. Medical Education Online, 25 (1) doi:10.1080/10872981.2020.1742964.
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.
Zhen, R., Ru-De, L., Yi, D., Jia, W., Ying, L., & Le, X. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences Journal, 54, 210-216. doi: 10.1016/j.lindif.2017.01.017.