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The role of teacher self-efficacy on the instructional quality in 21st century: A study on vocational teachers, Indonesia

International Journal of Evaluation and Research in Education (IJERE) · Vol. 12 No. 2 (2023) · hlm. 998–1006

DOI
10.11591/ijere.v12i2.23949
ISSN
2620-5440, 2252-8822
Terbit
2023-06-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

The quality of learning for vocational teachers in Indonesia in the 21st century is still a very serious problem and has not yet received a practical solution. The prediction is that the self-efficacy of vocational teachers is weak and is motivated by very limited mastery of digital technology and low psychological well-being, which is strongly suspected as a contributing factor. This study examines the role of self-efficacy and mediation of digital technology intimacy and psychological well-being in improving the quality of vocational teacher learning. This research is an ex-post-facto study with 216 vocational teachers as respondents. Data was collected using a questionnaire technique consisting of digital technology intimacy (DTI), psychological well-being (PWB), self-efficacy (SE), and instructional quality (IQ) questionnaires using four Likert scales, namely strongly agree to strongly disagree. Data were analyzed using structural equation modeling (SEM) analysis techniques with path analysis and bootstrap methods. The results of the study revealed that SE had a significant and positive effect on DTI and PWB in influencing the quality of learning. On the other hand, DTI and PWB have a positive effect on self-efficacy and learning quality.

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  • Yogyakarta State University
  • Sultan Ageng Tirtayasa University
  • Universitas Syiah Kuala
  • Tun Hussein Onn University of Malaysia
  • Universitas Islam Negeri Antasari Banjarmasin
  • Indonesia University of Education
  • State University of Jakarta
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Rekan penulisOrganisasiArtikel bersama
Achmad SamsudinIndonesia University of Education5
Warju WarjuUniversitas Negeri Surabaya5
Alias MasekTun Hussein Onn University of Malaysia4
Zainal ArifinMercu Buana University4
Rabiman RabimanUniversity of Sarjanawiyata Tamansiswa4
Putu SudiraYogyakarta State University4
S. SutimanYogyakarta State University3
Fajar Danur IsnantyoSebelas Maret University3
Herminarto SofyanYogyakarta State University2
Desmira DesmiraSultan Ageng Tirtayasa University2
Mustofa Abi HamidSultan Ageng Tirtayasa University2
Rihab Wit DaryonoUniversitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo2
Muhammad Agphin RamadhanState University of Jakarta2
Siti Khadijah AnisTun Hussein Onn University of Malaysia2
Suyitno SuyitnoUniversitas Muhammadiyah Purworejo2
Pardjono PardjonoYogyakarta State University2
Melinda AstutiYogyakarta State University2
Fatrawati KumariUniversitas Islam Negeri Antasari Banjarmasin1
Norazhar B. Abu BakarUniversiti Teknikal Malaysia Melaka1
Sunardi SunardiPoliteknik Perkeretaapian Indonesia1
Irwanto IrwantoState University of Jakarta1
Abdurrahman AbdurrahmanLampung University1
Martias MartiasUniversitas Bina Sarana Informatika1
Mochamad Bruri TriyonoYogyakarta State University1
Muhammad Akhsan HakikiUniversitas Muhammadiyah Muara Bungo1
Muhamad Aqil RizqillahSultan Ageng Tirtayasa University1
Dedi SetiawanUniversitas Negeri Padang1
Nuur Wachid Abdul MajidIndonesia University of Education1
Muhammad SyukriUniversitas Syiah Kuala1
Wiwit ArtikaUniversitas Syiah Kuala1
Saminan SaminanUniversitas Syiah Kuala1
Mulia RahmiUniversitas Syiah Kuala1
R. Ahmad Zaky El IslamiSultan Ageng Tirtayasa University1
Sulaeman Deni RamdaniSultan Ageng Tirtayasa University1

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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 role of teacher self-efficacy on the instructional quality in 21st century: A study on vocational teachers, Indonesia</dc:title>
	<dc:creator>Kholifah, Nur</dc:creator>
	<dc:creator>Kurdi, Muqarramah Sulaiman</dc:creator>
	<dc:creator>Nurtanto, Muhammad</dc:creator>
	<dc:creator>Mutohhari, Farid</dc:creator>
	<dc:creator>Fawaid, Moh</dc:creator>
	<dc:creator>Subramaniam, Tamil Selvan</dc:creator>
	<dc:subject xml:lang="en-US">Deep structure usage; Digital technology intimacy; Psychological well-being; Self-efficacy; Vocational teachers</dc:subject>
	<dc:description xml:lang="en-US">The quality of learning for vocational teachers in Indonesia in the 21st century is still a very serious problem and has not yet received a practical solution. The prediction is that the self-efficacy of vocational teachers is weak and is motivated by very limited mastery of digital technology and low psychological well-being, which is strongly suspected as a contributing factor. This study examines the role of self-efficacy and mediation of digital technology intimacy and psychological well-being in improving the quality of vocational teacher learning. This research is an ex-post-facto study with 216 vocational teachers as respondents. Data was collected using a questionnaire technique consisting of digital technology intimacy (DTI), psychological well-being (PWB), self-efficacy (SE), and instructional quality (IQ) questionnaires using four Likert scales, namely strongly agree to strongly disagree. Data were analyzed using structural equation modeling (SEM) analysis techniques with path analysis and bootstrap methods. The results of the study revealed that SE had a significant and positive effect on DTI and PWB in influencing the quality of learning. On the other hand, DTI and PWB have a positive effect on self-efficacy and learning quality.</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>2023-06-01</dc:date>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/23949</dc:identifier>
	<dc:identifier>10.11591/ijere.v12i2.23949</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 12, No 2: June 2023; 998-1006</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v12i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/23949/13600</dc:relation>
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	<dc:rights xml:lang="en-US">Copyright (c) 2023 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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