Main Article Content

Abstract

This study aims to examine the effect of teachers’ self-efficacy, their understanding of student characteristics (known as generation Z), and their understanding of the 21stcentury skills towards facilitator teaching style at Dian Harapan School Jakarta. This study used a quantitative approach with 60 respondents. Data was collected using questionnaire, which comprises the Teachers’ Sense of Efficacy Scale, the characteristics of generation Z Students, West Virginia 21st Century Teaching and Learning Survey, and Teaching Style Survey. Data analysis and hypothesis testing were conducted through multiple linear regression analysis and the F Test. The results showed that teachers’ self-efficacy, teachers’ understanding of the generation Z students’ characteristics, and their understanding of the 21st century skills contribute 60.7% on teachers’ facilitator style of teaching. It was concluded that these three factors have an important role on teachers’ facilitator style of teaching.

Keywords

efikasi diri fasilitator gaya mengajar karakter generasi Z keterampilan abad 21 characteristics of generation Z facilitator self-efficacy teaching style 21st century skills

Article Details

How to Cite
Sa’pang, A. W., & Purbojo, R. (2020). Teacher`s self-efficacy, understanding of students` characters, and understanding of the 21st century skills as predictors of facilitator type of teaching style. Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology, 7(2), 192–211. https://doi.org/10.24854/jpu108

References

  1. Ahmadi, A., & Prasetya, J. (2005). Strategi belajar mengajar. Bandung: Pustaka Setia.
  2. Alwisol. (2018). Psikologi kepribadian. Malang: Universitas Muhammadiyah Malang.
  3. Bala, R. (2018). Menjadi guru hebat zaman now. Jakarta: Grasindo.
  4. Bencsik, A., Csikos, G., & Juhaz, T. (2016). Y and Z Generations at Workplaces. Journal of Competitiveness, 8(3), 90–106. doi: 10.7441/joc.2016.03.06
  5. Balachandran, T. (2015). Why teachers teach the way they do: Factors influencing the perceptual teaching styles of teacher candidates in math education (Tesis tidak dipublikasikan). University Toronto, Toronto.
  6. Baleghizadeh, S., & Shakouri, M. (2017). Investigating the relationship between teaching styles and teachers self-efficacy among some Iranian ESP University Instructor. Innovations in Education and Teaching International, 54(4), 394-402. doi: 10.1080/14703297.2015.1087329
  7. Bandura, A. (1997). Self efficacy: The exercise of control. New York, NY: W.H. Freeman & Company.
  8. Beyhan, O. (2018). Student perceptions on the teaching styles of their teachers. Journal of Education, 33(4), 1038-1048. doi: 10.16986/HUJE.2018036946
  9. Bosscher, R. J., & Smit, J. H. (1998). Confirmatory factor analysis of the general self-efficacy scale. Behaviour Research and Theraphy, 36(3), 339-343. doi: 10.1016/S0005-7967(98)00025-4
  10. Carter, T. (2018). Preparing generation Z for the teaching profession. SRATE Journal Winter, 27(1), 1-8.
  11. Chun, C., Dudoit, K., Fujihara, S., Gerschenson, M., Kennedy, A., Koanui, B., Ogata, V., & Stearns, J. (2017). Teaching generation Z at the University of Hawai’i. Paper presented at the IAFOR International Conference on Education – Hawaii 2017. Ditemu kembali dari https://papers.iafor.org/submission34202/
  12. Grasha, A. (2002). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning style. California: Alliance Publishers.
  13. Jan, H. (2017). Teacher of 21st century: Characteristics and development. Research of Humanities and Social Science, 7(29), 49-54.
  14. Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140.
  15. Mishra, P., & Mehta, R. (2016). What we educators get wrong about 21st century learning: Results of a survey. Journal of Digital Learning in Teacher Education, 33(1), 6-19. doi: 10.1080/21532974.2016.1242392
  16. Mulayasa, E. (2013). Standar kompetensi dan sertifikasi guru. Bandung: PT Remaja Rosdakarya.
  17. Nai, F. (2017). Teori belajar dan pembelajaran: Implementasinya dalam pembelajaran bahasa Indonesia di SMP, SMA, dan SMK. Yogyakarta: Deepublish.
  18. Nouri, J. (2016). The flipped classroom: For active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(33), 1-10. doi: 10.1186/s41239-016-0032-z
  19. Pemerintah Indonesia. (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang guru dan dosen. Jakarta: Sekretariat Negara.
  20. Pratama, H. (2012). Cyber parenting. Bandung: PT Visi Anugerah Indonesia.
  21. Rahmawati, M., & Suryadi, E. (2019). Guru sebagai fasilitator dan efektivitas belajar siswa. Jurnal Pendidikan Manajemen Perkantoran, 4(1), 49-54.
  22. Ramar, H., & Sharma, G. (2016). Personal and professional attitudes of generation Z students' talent management. International Journal of Circuit Theory and Application, 9(37), 471-478.
  23. Ravitz, J. (2014). A survey for measuring 21st Century skills teaching and learning: West Virginia 21st Century teaching and learning survey. Evaluation and Research Professional. doi: 10.13140/RG.2.1.2246.6647
  24. Saswandi, T. (2014). Teaching style and students' interest in learning English. Jurnal Penelitian Universitas Jambi Seri Humaniora, 17(1).
  25. Schwieger, D., & Ludwig, C. (2018). Reaching and retaining the next generation: Adapting to the expectations of gen Z in the classroom. Information Systems Education Journal, 16(3), 45-54.
  26. Suganda, T. (2018). Pengelolaan pembelajaran generasi Z. Paper dipresentasikan pada Seminar Pembelajaran bagi Generasi Z di Stipar Yapari, Bandung, Indonesia. doi: 10.13140/RG2.2.23700.60800
  27. Sural, S. (2019). The investigation of primary and secondary teachers' in-class approach in terms of teaching styles and comparing it with their classroom management approach. Journal Turkish Studies, 14(1), 651-666. doi: 10.7827/TurkishStudies.14825
  28. Tschannen-Moran, M., & Hoy, A. (2019). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. doi: 10.1016/S0742-051X(01)00036-1
  29. Wicoro, T. (2018). Hubungan antara efikasi diri guru dan motivasi mengajar guru sekolah dasar (Skripsi tidak dipublikasikan). Universitas Islam Indonesia, Indonesia.