Journal title Jurnal Ilmu Pendidikan Initials JIP Printed Since 1994 Online Since 2011 Frequency 2 Issues per Year Print ISSN 0215-9643 Online ISSN 2442-8655 Editor-in-chief Hakkun Elmunsyah Managing Editor Prananda Anugrah Publisher Universitas Negeri Malang Organizer Lembaga Penelitian dan Pengapdian Kepada Masyarakat (LPPM) DOI prefix Indexed DOAJ, Sinta, Google Schoolar, Crossref, ISSN, One Search, MIAR, Garuda, Dimension, Ebsco, WorldCat. Since June 2021, this journal has been accredited Rank 2 (peringkat 2) as a scientific journal under the decree of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia, Decree 158/E/KPT/2021, 9 December 2021. JIP publishes its issues twice a year on June and December. JIP contains research result acticles and/or critical-analytical study in education field with the purpose to explore, develop, and explain knowledge about design and educational technology, to keep practitioners and researchers informed about current issues and best practice which were writen by authors and LPTK researchers as well as Public and Private IAI/STAI around Indonesia. The author guidelinees can be accessed: Author Guidelines. OAI Address International Journal of Advances in Intelligent Informatics has OAI address: http://journal2.um.ac.id/index.php/jip/oai Before submission You must make sure that your paper is prepared using the JIP paper Template, has been carefully proofread and polished, and conformed to the Author's guidelines. Online Submissions Already have a Username/Password for International Journal of Advances in Intelligent Informatics? Go To Login Need a Username/Password? Go To Registration Registration and login are required to submit items online and to check the status of current submissions.
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Cognitive Therapy as a Psychoeducational Approach in Supporting the Role of Sailor Mothers in Children's Education
This study analyzes the effectiveness of cognitive therapy in reducing anxiety of sailor's wives and its impact on their involvement in children's education. Anxiety due to separation from husband can hinder the mother's role in supporting the child's learning process at home. Using a quasi-experimental design with pre-test and post-test, this study involved 100 sailor's wives who were divided into experimental and control groups. Cognitive therapy interventions included identification of negative thought patterns, cognitive restructuring, and relaxation techniques for four weeks. The results showed that cognitive therapy significantly reduced anxiety (p < 0.01), with anxiety scores in the experimental group decreasing from severe to mild. This decrease in anxiety increased the mother's role in children's education, such as assisting in learning, building more positive communication, and creating a home environment that is conducive to children's academic and emotional development. In conclusion, cognitive therapy not only helps overcome anxiety of sailor's wives but also strengthens their role in children's education. Therefore, this approach can be integrated into psychological support programs for sailor's families
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The effect of Library-Assisted Instruction (LAI) on reading ability and reading attitude of elementary school students in Indonesia
The purpose of this study is to verify the effect of Library-Assisted Instruction on reading ability and reading attitude. The study was conducted on Indoneia’s elementary school second grade. The Library-Assisted Instruction program was developed as a textbook for second grade of the integrated curriculum and was implemented eight times. The reading ability and reading attitude evaluation tool developed in Korea was modified and used for the Indonesian situation. As a result of analyzing the data collected during the pre- and post-test of reading ability and reading attitude using SPSS Statistics 26, the experimental group in which the teacher librarian and the teacher collaborated to participate in the Library-Assisted Instruction to which subject-related reading was applied showed a statistically significant difference in reading ability and reading attitude compared to the control group. Through these research results, it was verified that Library-Assisted Instruction effective for reading ability and reading attitude.
Development of Cyber Pedagogy-Based MOOC Content for Educational Game-Integrated Learning Training among Education Practitioners
This study develops and evaluates Cyber Pedagogy-based Massive Open Online Course (MOOC) content designed to enhance the competence of education practitioners in integrating game-based learning into instructional practices. The research applied a Design and Development Research (DDR) approach using the ADDIE model, covering the analysis, design, development, implementation, and evaluation stages. The quality of the developed MOOC was assessed using the Learning Object Review Instrument (LORI), which comprises eight dimensions: Content Quality, Learning Goal Alignment, Feedback and Adaptation, Motivation, Presentation Design, Interaction and Collaboration, Usability and Accessibility, and Reusability and Effectiveness. Data were obtained from 45 practitioners participating in MOOC-based training. Results indicate that all dimensions achieved average scores above 3.00 on a four-point scale, indicating a good level of quality. The highest mean scores were found in Learning Goal Alignment (3.389), Presentation Design (3.373), and Content Quality (3.333), while Usability and Accessibility (3.156) was the lowest. Overall, the findings demonstrate that Cyber Pedagogy-based MOOC content effectively supports structured, engaging, and adaptive digital learning experiences for education practitioners.
The Role of Metacognitive Learning Strategies on Self-Regulated Learning, Foreign Language Enjoyment, and Listening Performance
This study aims to investigate the impact of metacognitive learning strategies on self-regulated learning, foreign language enjoyment, and listening performance among students at the Surabaya Aviation Polytechnic. Utilizing a descriptive and correlational study design, the research examines hoe metacognitive strategies influence these variables. The subjects of the study are aviation students, with data collected through classroom observations, questionnaires to assess motivation levels, and tests to evaluate listening outcomes. Statistical analysis using two-way ANOVA at a significance level of 0.05 reveals significant effects of metacognitive strategies on self-regulated learning, foreign language enjoyment, and listening performance. The findings suggest that integrating metacognitive approaches in teaching can enhance students’ intrinsic motivation and improve their language skills. This research recommends that educators in aviation English incorporate metacognitive strategies to foster better learning environments and outcomes
Promoting an Adaptive Educational Planning Model In the Age of Sustainable Development Goals
This study aims to presents an adaptive education planning model integrating data-driven school mapping, vocational alignment with industry needs, and collaborative governance to enhance educational access and workforce alignment in Indonesia. Using a qualitative approach, we conducted in-depth interviews with 16 informants, including educational policymakers, consultants, and industry representatives. The findings indicate that strategic school placement, guided by demographic data, addresses educational equity by prioritizing underserved areas. Vocational programs aligned with local labor demands equip students with industry-relevant skills, enhancing job absorption and reducing workforce migration. Collaborative governance fosters stakeholder engagement, allowing educational institutions to adapt to socio-economic changes. Practical implications include better resource allocation in underserved regions, improved job market alignment through vocational education, and stronger local economies through talent retention. This model supports Sustainable Development Goal 4 (SDG 4) by creating a responsive, community-centered educational framework that promotes sustainable socio-economic development across Indonesia.
Foster Parent Development Model Approach to Strengthen Pancasila Character Values to Form the Estuary Spirit and Identity of Poltekip Cadets of the Ministry of Law and Human Rights
This study aims to evaluate the effectiveness of the foster guardian model in strengthening Pancasila character values, esprit de corps, and identity among cadets of the Correctional Sciences Polytechnic (Poltekip) of the Ministry of Law and Human Rights. Using a qualitative descriptive design with a case-study approach, data were collected through in-depth interviews, field observations, and document analysis involving cadets, foster guardians, and instructors. The analysis employed triangulation to ensure the credibility and validity of findings. The results show that the foster guardian model contributes positively to the internalization of Pancasila values by promoting discipline, responsibility, and personalized mentoring. However, its implementation is constrained by the limited number of mentors, the absence of a standardized mentoring curriculum, and inadequate supporting facilities, particularly the lack of dormitories that hinder continuous supervision. The study also found that esprit de corps develops more strongly in structured and communal environments, while family involvement in character formation remains limited. To address these challenges, strategies such as strengthening alumni participation, enhancing the mentoring capacity of lecturers, and adopting a community-based cultural approach are recommended. In conclusion, effective character development for Poltekip cadets requires synergy between institutional systems, competent mentors, and a supportive social environment. The findings highlight the need for a more integrative and sustainable foster guardian model to optimize the internalization of Pancasila values and cadet identity formation.
Virtual Reality (VR) Literacy in Human Digestive System Learning on Learning Passion: A Project Based Learning (PjBL) Scenario
The urgency of this research arises from the challenges of teaching abstract concepts in science, such as the human digestive system, which often results in shallow understanding and low student motivation due to conventional 2D representations. This study investigates the effectiveness of integrating Virtual Reality (VR) literacy in Project-Based Learning (PjBL) scenarios to significantly improve students' learning enthusiasm compared to conventional e-module-based PjBL. This study uses a Quasi-Experimental Design with a Pre-Test-Post-Test Control Group Design and is framed within the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The dependent variable, learning enthusiasm, is measured using a validated scale based on the Vallerand Dualistic Model. Data are analyzed using a Two-Way Factorial Analysis of Variance (ANOVA), including assumption testing and Effect Size calculation. The final results show a significant mean difference in learning enthusiasm between the experimental group (VR-PjBL) and the control group (E-module-PjBL). These findings clearly demonstrate that VR literacy, when combined with PjBL, provides an immersive, personalized, and experience-based environment that acts as a powerful catalyst for intrinsic motivation and sustained enthusiasm for science learning.
Unlocking New Potential in Educational Technology: Using Edutren Application to Increasing the Effectiveness of Student Evaluation
This study aims to describe the use of the Edutren application in more effective student evaluation activities, emphasizing the significant impact of information and communication technology (ICT) in education management. A qualitative approach of exploratory case study type was utilized, with data collection employing triangulation techniques. In the interviews, an in-depth interview model by Bingham (2023) was adopted, with five stages of data analysis. Purposive sampling was employed to select participants with 13 individuals including principals, teachers, dormitory guardians, education personnel, students, and student guardians, participating in the study. The result shows that: (1) the utilization of Edutren can be categorized into three distinct stages. The first stage involves data input, which is conducted by the owner of the Middle Account (MA). The second stage encompasses data processing, which is executed by Edutren's automation features and is subject to the contractual agreement between the school principal and the MA. The final stage pertains to the display of various data. (2) The findings indicated that Edutren has been effective in enhancing the efficacy of student evaluation activities. This is due to the fact that it provides an evaluation system that is accurate, and sustainable, fosters collaboration between schools and student guardians, is data-driven, and delivers real-time student progress reports on a daily basis. This facilitates the subsequent design of follow-up decisions by the school and guardians. This is a new key to the future of education technology. Three points to increasing the outcome for school management are recommended.
Interprofessional Education Context Analysis of a University in Ghana
The benefits of interprofessional education, including helping health professionals to develop good interpersonal relations with other professionals, improved acquisition and retention of competencies, improved patient care outcomes, cost-effective care, and improved healthcare professional job satisfaction, outweigh the inputs needed to develop and implement it. The processes for developing and implementing IPE program vary from institution to institution because of the strong influence of the context on IPE program. A context analysis is therefore paramount in developing IPE program. This study presents the findings of a context analysis of a university, using qualitative descriptive research methods supported by semi-structured interviews. A total of 25 participants participated in this study: ten (10) academics, two (2) support staff, and 13 students distributed across six programs were interviewed in this study. We found that facilitators such as an already existing interdisciplinary module across all health professions, the interprofessional nature of the student population, existing collaborative practices, and the availability of resources that can be used for IPE give the university advantages. Meanwhile, challenges such as inadequate personnel, inadequate resources, and lack of IPE policy or program impede the development and implementation of IPE in the university. Leveraging the support of the Africa Interprofessional Education Network and other universities that have implemented the IPE programmed to develop and implement the IPE program will be essential. Finally, regulatory bodies should engage stakeholders in inserting IPE competencies as a require followed by for accredit after professions education programs in Ghana.
Determinants of Religious Attitude and Financial Literacy on the Formation of University Students’ Financial Behavior
In the era of globalization and digital transformation, students as the nation's next generation face complex challenges in managing their personal finances. The ease of digital transactions through e-wallets and e-commerce platforms actually has the potential to increase consumer behavior if not balanced with adequate financial literacy. This study examines the influence of religious attitudes and financial literacy on the financial behavior of students at Maulana Malik Ibrahim State Islamic University of Malang. Using a quantitative approach with multiple linear regression analysis on 161 respondents, partial test results showed a highly significant influence between financial literacy and financial behavior (t = 13.985, p = 0.000 < 0.05). The partial test results of religious attitudes showed no significant effect on financial behavior (t = 1.541, p = 0.125 > 0.05). Unique findings revealed that, although students have a strong understanding of Islamic financial principles (ideological dimension score of 4.463), their practical implementation falls into the moderate category (financial recording score of 3.683). This disparity indicates that the internalization of financial literacy is still partial and has not yet reached the stage of comprehensive application, as emphasized in the Financial Services Authority (OJK) financial competency standards. This study contributes to the development of an integrative Islamic financial education model by emphasizing the importance of linking religious values with practical financial management skills. The F-test results indicate that the overall model is significant (F = 266.373, p = 0.000). Meanwhile, the coefficient of determination (Adjusted R Square) is 0.768, indicating that the combination of religious attitudes and financial literacy can explain 76.8% of the variation in students' financial behavior.
Development Of A Quality Management Model Using The Synthesis Framework Approach at The Association of Universities
This study aims to determine the development of a quality management model using the SYNTHESIS Framework approach in association universities. This study was conducted in the province of West Java, an area known as one of the centers of higher education in Indonesia. West Java has a number of Association Universities that play an important role in providing quality education for the community. From a planning and implementation perspective, there is a positive trend toward a more systematic, participatory, and values-based quality management system. The quality planning process at institutions such as Halim Sanusi University and STEBI PUI Bogor has begun to be directed beyond meeting administrative demands to become rooted in a holistic and contextual institutional vision. In terms of planning, quality policies have been strategically designed to accommodate the direction of institutional development, stakeholder needs, and national accreditation requirements. This planning is characterized by the involvement of leaders, quality assurance units, and various elements of the academic community through deliberation forums, quality workshops, and integration into the strategic plan (Renstra) and annual work program. This demonstrates efforts to synchronize quality planning documents with actual implementation in the field. Meanwhile, from an implementation perspective, it was found that quality policies in several units have begun to be implemented using a systems-based approach and a continuous quality improvement cycle. However, implementation still faces challenges such as gaps in human resource capacity, limitations in information technology, and inconsistencies in quality control across all levels. Nevertheless, the collective spirit to implement a culture of quality has grown and continues to be strengthened through training, coaching, and regular monitoring and evaluation. The policy system for integrated quality management at the Association of Higher Education Institutions has shown significant progress, particularly in terms of institutional awareness and strengthening the quality structure. However, the full success of this policy depends heavily on consistent implementation, increased human resource capacity, and a long-term commitment to cultivating quality as an integral part of higher education management
Analysis Of Conceptual Understanding Of Aviation Security (AVSEC) Topic Course With Science, Technology, Engineering, And Mathematics (STEM) Approach: Study Of The Perimeter Intrusion Detection System (PIDS) Using Arduino And Pir Sensor
This study aims to analyze students' conceptual understanding of the "Aviation Security" (AVSEC) course, focusing on the topic of Perimeter Intruder Detection System (PIDS) using the Science, Technology, Engineering, and Mathematics (STEM) approach. This study uses a quasi-experimental design with pre-test and post-test approaches to evaluate the effectiveness of STEM approaches in improving students' conceptual understanding. A total of 25 cadets from the MTU study program, Surabaya Aviation Polytechnic, became the subject of the research. The instruments used include conceptual comprehension tests, observation sheets, questionnaires, and in-depth interviews. The results of data analysis using the Paired Sample T-Test showed that there was a significant increase in student understanding after the application of STEM methods. The average value of the difference between the pre-test and the post-test was -17.750 with a standard deviation of 4.665, and a significance level of 0.000, indicating a significant increase in understanding. The 95% confidence interval for the mean difference is between -19,720 to -15,780. The PIDS system was developed using the Research and Development (R&D) method, while the development of hardware and software followed the Waterfall approach. The results of this research make an important contribution to the development of STEM-based learning methods in the field of aviation safety, especially on the topic of PIDS.
Hybrid Learning Media Innovation: Optimization of Interactive Digital Historical Map Application for History Education Students
The development of digital technology encourages the need for innovation in history learning to be more interactive, contextual, and relevant to the needs of the 21st century generation. This study aims to develop and test the feasibility and effectiveness ofInteractive Digital History Map Application in supporting history-based learning/hybrid learning for students of the History Education study program. The research method used isResearch and Development(R&D) Borg & Gall model involving the stages of needs analysis, design, development, expert validation, limited trials, and field trials. The instruments used included expert validation sheets, student perception questionnaires, and learning outcome tests in the form of pre-tests and post-tests. The validation results showed that the application was very feasible to use, with the highest scores in the content and user interface aspects. Student perceptions were also very positive towards visual appearance, navigation, and content relevance. Quantitatively, the use of the application significantly improved student learning outcomes, with an average pre-test score of 61.23 increasing to 81.98 in the post-test and a score ofNormalized Gainof 0.53. In conclusion, this application is effective in improving the quality of history learning, strengthening students' digital literacy, and is relevant to the demands of learning in the Industrial Revolution 4.0 and Society 5.0 eras.
How Can Green Innovation Strategy Enhance Higher Education Green Performance? Insights from Indonesia
This study aims to describe the implementation of a green innovation strategy (GIS) to enhance university performance. A qualitative case study approach was employed. The research was conducted at a private higher education institution in Indonesia over a period of 91 days. 9 participants selected through purposive sampling took part in the study. Triangulation was adopted to compile holistic data on contextual phenomena. Thematic analysis was carried out with the support of NVivo. The findings shows that the GIS was implemented through: (1) the formulation of a GIS aligned with the university’s vision and characteristics; (2) the implementation of the GIS; and (3) a strong environment-based managerial focus. Taken together, these three components have been shown to improve three green higher education performance indicators; Academic-Tridharma Indicators, Operational-Campus Environment Indicators, and Campus Governance and Participation Indicators. These results are highly valuable because they capture the successful enhancement of Higher Education Green Performance amid the widespread lag in performance improvements among universities, and also highly relevant to the targets of developing sustainable campuses. This opens up the possibility for the study to be adapted by other higher education in various developing countries around the world.
Embedding Social Emotional Learning into School Routines: Daily Practices Based on Whole School Approach and Trikon Values to Strengthen 21st-Century Communication Skills
This study aims to develop and embed Social Emotional Learning (SEL) into daily school routines as a strategy to foster 21st-century communication skills among senior high school students in Indonesia. Grounded in the Whole School Approach (WSA) and Trikon values from Ki Hadjar Dewantara’s philosophy, this research emphasizes the role of daily practices—such as morning greetings, emotional check-ins, reflective sharing, and optimistic closure as integral instruments to cultivate students’ communication competence. Unlike temporary or subject-based instructional strategies, embedding SEL into school routines offers a sustainable and systemic cultural transformation within the school environment. The study employed the Research and Development (R&D) method using the Four-D Model (Define, Design, Develop, Disseminate). Participants were Grade XI students from three senior high schools representing diverse geographical and socio-cultural contexts. Data were collected through observations, interviews, journals, and authentic communication assessments, analyzed using a qualitative-dominant mixed methods design to capture both behavioral narratives and measurable indicators. Findings reveal that integrating SEL into school routines enhances students’ ability to express themselves clearly, listen actively, collaborate empathetically, and engage in constructive dialogue. Teachers reported that the routines created a more supportive and inclusive learning atmosphere, while students demonstrated improved confidence and resilience in academic and social interactions. In conclusion, embedding SEL into daily routines not only strengthens communication skills but also institutionalizes character education through culturally rooted practices. This model provides a replicable framework for Indonesian schools to advance holistic education, aligning with the vision of the Kurikulum Merdeka and the Profile of Pancasila Students.
Evaluating Student Learning Outcomes in Virtual Reality Adaptive Chemistry
This study evaluates the effectiveness of a Virtual Reality (VR)–based adaptive learning application in enhancing high school students’ understanding of chemical compounds. The primary objective was to quantitatively assess the impact of the VR intervention on student learning outcomes across two distinct cohorts (N = 78). A pretest–posttest control-group design was employed, with two parallel groups (Group A and Group B) to ensure internal validity and comparability of results. The findings consistently indicate a marked contrast between the experimental and control conditions. Students in the control groups showed declines in performance, with negative learning gains of −8.32 and −15.20, suggesting learning loss when conventional instructional methods were used. In contrast, students exposed to the VR-based adaptive learning application demonstrated positive learning gains of +2.90 and +9.70, reflecting meaningful improvements in conceptual understanding. Further analysis of the intervention’s impact revealed effect sizes ranging from medium (Cohen’s d = 0.722) to very large (d = 2.182). These results indicate not only statistical significance but also substantial practical significance. Overall, the findings provide strong empirical evidence that the VR-based adaptive learning application is effective in preventing learning loss and significantly enhancing students’ understanding of chemical compounds when compared to traditional instructional approaches.
Trends Indigenous Psychology Research and Education: A Bibliometric Analysis, 2010-2024
This paper examines the trends in the education and teaching of Indigenous Psychology through a bibliometric analysis. Indigenous Psychology has emerged as a crucial and strategic subject taught at the higher education level. Its inclusion in academic curricula plays a pivotal role in advancing psychology education that is rooted in local communities and indigenous wisdom. The aim of this study is to identify research and educational trends pertaining to Indigenous Psychology published between 2010 and 2024. The research methodology employs a bibliometric analysis, with data visualization facilitated through the bibliometric software Vosviewer. Data were collected from Scopus and Web of Science (WOS) databases, with specified timeframes and keywords. The data search was conducted on July 12, 2024. The findings indicate that the recurring themes remain foundational and popular within the field of psychology, and these themes are analyzed and interpreted through the framework of Indigenous Psychology.
Synergy of Sekura Local Wisdom in History Learning at Universitas Lampung
This study aims to examine the role of the Sekura tradition as a form of local wisdom of the Lampung community in supporting history learning in higher education, particularly at Universitas Lampung. Sekura, which is a cultural tradition with social, moral, and historical values, is seen as having potential as a contextual learning resource and is relevant to a local wisdom-based learning approach. The research method uses a qualitative approach with data collection techniques through literature studies, interviews with lecturers and students, and observations of Sekura cultural practices. The results show that the integration of Sekura in history learning can improve students' understanding of local cultural dynamics, strengthen regional identity, and encourage an appreciative attitude towards the plurality of Indonesian cultures. In addition, the application of this local wisdom supports the achievement of learning outcomes that emphasize critical, reflective, and contextual thinking skills. Thus, the synergy between Sekura and history learning not only preserves Lampung's cultural heritage but also enriches pedagogical strategies in history education at the university level.
Digital Learning Transformation through AWBIT: A Case Study on the Department of Mathematics Education, State University of Medan
This study aims to examine the effectiveness of Adaptive Web-Based Interactive Tutoring (AWBIT) in transforming digital learning and improving students' digital literacy in the Calculus course at the Department of Mathematics Education, State University of Medan. The study used a quasi-experimental method with a Nonequivalent Control Group Design, involving two classes as experimental and control groups. The experimental group used AWBIT, while the control group used conventional learning. The instruments used include pretest and posttest tests, student response questionnaires, and validation of material and media experts. The validation results showed that AWBIT was very feasible to use with an average score of 3.38 from material experts and 3.43 from media experts. Students responded positively to AWBIT with an average questionnaire score of 3.35 and an practicality of use at 3.75 high.Statistical tests show that the data is distributed normally and homogeneously. The results of the t-test showed a significant difference between the learning outcomes of the experimental and control groups, with a gain score of 0.61 in the experimental group and 0.34 in the control group. These findings show that AWBIT is effective in improving students' learning outcomes and digital literacy. This system provides adaptive, interactive, and personalized learning, according to the individual needs of students. This research supports the integration of technology in learning and is in line with the implementation of the Independent Curriculum and the Outcome-Based Education (OBE) approach in higher education.
How Do I Rate Myself?” Self-Efficacy from the Teachers’ Point of View in Aviation Vocational School
This study investigates the factors influencing aviation vocational school instructors' self-efficacy and its effects on student engagement, classroom management, and instructional strategies. A sample of 100 participants was used to analyze the correlation between teacher self-efficacy and variables such as age, gender, position, additional assignments, highest degree of education, and institution. The impact of self-efficacy on supporting factors, specifically: a. the effectiveness of student engagement (ESE) and teacher self-efficacy: there is a substantial correlation between ESE and teacher self-efficacy, with ESE having a 98% influence on teacher self-efficacy; b. the effectiveness of classroom management (ECM) and teacher self-efficacy: a significant relationship is also observed between ECM and teacher self-efficacy, with ECM having a 98 percent impact on teacher self-efficacy; c. the effectiveness of instructional strategies (EIS) and teacher self-efficacy: a significant correlation exists between EIS and teacher self-efficacy, with EIS having a 98 percent influence on teacher self-efficacy. The findings demonstrate that the variables of age, position, education, and agency origin exert a substantial impact on the self-efficacy of teachers at aviation schools. Furthermore, elements such as student involvement, classroom management, and learning strategies are significant contributors to the enhancement of teacher self-efficacy within the context of an aviation vocational school
Empowering Students: How Teachers’ Autonomy Support Shapes Self-Efficacy for Self-Regulated Learning
Education autonomous support of teaching can promote students learning. This study collected 409 teachers survey questionnaires and applied structural equation model to measure teacher autonomy support, student self-efficacy, and student self-regulated learning. This study adopted self-determination theory (SDT), systematically explored the relationship between teachers’ autonomy support, student self-efficacy and student self-regulated learning and examined the mediating effects of students’ self-efficacy. This study found that teacher autonomy support had a significant effect on student self-regulated learning, and was mediated by self-efficacy. Teacher-directed support had a significant effect on student self-efficacy. Therefore, this study gave a fresh perspective to improve learning engagement, that is to say, teachers were encourage to improve students’ autonomy in practical teaching on the basis of giving students autonomy support.