Indonesian Journal of Education Methods Development
Vol. 18 No. 3 (2023): August
Elementary Education Method

Academic Self-Efficacy of Upper Grade Students: The Impact of Tutoring
Efikasi Diri Akademik Siswa Kelas Atas: Dampak Bimbingan Belajar


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  • Muhammad Nufal Alifiandi,
  • Eko Hardi Ansyah*
Muhammad Nufal Alifiandi
Universitas Muhammadiyah Sidoarjo, Indonesia
Eko Hardi Ansyah
Universitas Muhammadiyah Sidoarjo, Indonesia *

(*) Corresponding Author
Picture in here are illustration from public domain image or provided by the author, as part of their works
DOI: https://doi.org/10.21070/ijemd.v21i3.751
Published July 11, 2023
Keywords
  • Academic Self-Efficacy,
  • Tutoring,
  • Upper Grade Students,
  • Quantitative Comparison,
  • Elementary School
How to Cite
Alifiandi, M. N., & Ansyah, E. H. (2023). Academic Self-Efficacy of Upper Grade Students: The Impact of Tutoring: Efikasi Diri Akademik Siswa Kelas Atas: Dampak Bimbingan Belajar. Indonesian Journal of Education Methods Development, 18(3). https://doi.org/10.21070/ijemd.v21i3.751

Copyright (c) 2023 Muhammad Nufal Alifiandi, Eko Hardi Ansyah

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This quantitative comparative study aims to examine the differences in academic self-efficacy among upper grade students in elementary schools in Sidoarjo, specifically in relation to tutoring. The research population consisted of fourth and fifth-grade students from Larangan State Elementary School and Muhammadiyah 2 Kedungbanteng Elementary School, with a total of 185 subjects. The Academic Self-Efficacy Scale, comprising 27 items, was used to measure self-perceived abilities. Data analysis involved the two independent sample t-test technique. The results indicated no significant difference (p > 0.5) in academic self-efficacy between students who received tutoring and those who did not. The Cronbach's Alpha test demonstrated high reliability (0.890) for the academic self-efficacy scale. This study highlights that tutoring did not have a significant impact on the academic self-efficacy of upper grade students. These findings provide implications for educators and parents in considering alternative strategies to enhance students' academic self-efficacy beyond traditional tutoring approaches.

Highlight:

  • No significant difference: The study reveals that there is no significant difference in academic self-efficacy between students who receive tutoring and those who do not.
  • Reliable scale: The academic self-efficacy scale used in the study demonstrates high reliability, with a Cronbach's Alpha coefficient of 0.890.
  • Implications for practice: The findings suggest that tutoring may not be the sole determinant of academic self-efficacy in upper grade students, prompting educators and parents to consider alternative strategies to enhance students' belief in their abilities.

Keyword:

Academic Self-Efficacy, Tutoring, Upper Grade Students, Quantitative Comparison, Elementary School

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