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The effectiveness of parental assistance-based online learning model on self-efficacy

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 3 (2024) · hlm. 1945–1951

DOI
10.11591/ijere.v13i3.27006
ISSN
2620-5440, 2252-8822
Terbit
2024-06-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

The obstacles experienced during online learning are inevitable circumstances. Hence, students need to have motivational beliefs that they have the ability to thrive in online learning despite its difficulties. Applying parental-based online learning is expected to help students increase their self-efficacy. This study examines the effect of using an online learning model based on parental assistance on students’ self-efficacy with a quantitative approach. This type of research is quasi-experimental, with a pre and post-test control group design by studying seventh-grade students in several public junior high schools in Kisaran. The study found that applying an online learning model based on parental assistance improved students’ self-efficacy more than a conventional online learning model. Consequently, parental assistance will make a practical contribution to the implementation of learning, especially in the implementation of online learning in the era of the pandemic and after the COVID-19 pandemic.

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11 penulis · 22 tautan kepenulisan bersama · 12 lintas organisasi

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  • Universitas Muslim Nusantara Al Washliyah
  • Indonesia Open University
  • Universitas Islam Negeri Sumatera Utara
  • Ministry of Education and Culture
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Dedy Juliandri PanjaitanUniversitas Muslim Nusantara Al Washliyah2
Annisa Fadhillah Putri SiregarUniversitas Muslim Nusantara Al Washliyah1
Rima ApriliaUniversitas Islam Negeri Sumatera Utara1
Firmansyah FirmansyahUniversitas Muslim Nusantara Al Washliyah1
Annisa Fadhillah Putri SiregarUniversitas Muslim Nusantara Al Washliyah1
Rima ApriliaUniversitas Islam Negeri Sumatera Utara1
Fita MustafidaMinistry of Education and Culture1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The effectiveness of parental assistance-based online learning model on self-efficacy</dc:title>
	<dc:creator>Sapta, Andy</dc:creator>
	<dc:creator>Alim, Muhammad Aizuddin Ab</dc:creator>
	<dc:creator>Jameel, Ami Hibatul</dc:creator>
	<dc:creator>Gafur, Abd</dc:creator>
	<dc:subject xml:lang="en-US">Android; Online learning; Parental assistance; Self-efficacy; Study at home</dc:subject>
	<dc:description xml:lang="en-US">The obstacles experienced during online learning are inevitable circumstances. Hence, students need to have motivational beliefs that they have the ability to thrive in online learning despite its difficulties. Applying parental-based online learning is expected to help students increase their self-efficacy. This study examines the effect of using an online learning model based on parental assistance on students’ self-efficacy with a quantitative approach. This type of research is quasi-experimental, with a pre and post-test control group design by studying seventh-grade students in several public junior high schools in Kisaran. The study found that applying an online learning model based on parental assistance improved students’ self-efficacy more than a conventional online learning model. Consequently, parental assistance will make a practical contribution to the implementation of learning, especially in the implementation of online learning in the era of the pandemic and after the COVID-19 pandemic.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-06-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/27006</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i3.27006</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 3: June 2024; 1945-1951</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/27006/13947</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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