The Role of Self-Efficacy in Improving Students' Learning Achievement

Education is a systematic process that involves both internal and external factors. Internal factors are those that come from within the student, such as interest and motivation to learn, talent, belief in one's own abilities (Self Efficacy), and perceptions of both the subject and the teacher. In addition, there are external factors, which come from outside the student, such as the learning environment, the family environment, the family's socio-economic background, and parental attention in helping to overcome the child's learning difficulties.

            The world of education plays an important role in creating excellent and high-quality human resources in the future. To create quality and excellent human resources, one of the things a student needs is self Efficacy. Self Efficacy plays a very important role in learning activities; a person will try to use their potential optimally if their self efficacy is supportive. Self Efficacy refers more to the belief in the extent to which individuals are able to predict their own ability to carry out tasks or do a task required to achieve a certain result.

            According to Bandura (in Santrock, 2014), Self Efficacy has a great influence on a person's behaviour. For example, a student with low Self Efficacy may be unwilling to try to learn to do the tasks given by the teacher, because they do not believe that learning will help them do the task.

            According to Bandura (in Ormrod, 2008), Self Efficacy is a person's evaluation of their own ability to perform certain behaviours or reach certain goals. Self Efficacy is a person's belief that they are able to carry out a certain task well. Without Self Efficacy, or a certain highly situational belief, individuals will not try something that has a goal.

            Self Efficacy is one aspect of knowledge about the individual self, or an individual's ability to estimate their own abilities, covering self-confidence, adaptability, cognitive capacity, intelligence and capacity to act in stressful situations. Students with low Self Efficacy will avoid many tasks, especially challenging and difficult ones, whereas students with high Self Efficacy will do challenging and difficult tasks, because they will try harder to master those tasks than students with low Self Efficacy.

            High Self Efficacy is expected to motivate individuals cognitively to act appropriately and purposefully, especially when the goal to be achieved is clear. An individual's view of Self Efficacy will show how much effort is exerted and how long the individual will persist when encountering an obstacle or unpleasant experience. Self Efficacy is always related to, and will influence, the choice of behaviour, motivation and perseverance of individuals when facing problems. A way to distinguish the difference between motivation and achievement, putting forward an individual's Self Efficacy, is the belief that one can overcome a situation and produce a good outcome.

            Every student has a different environment and background, so this can affect their personality and the formation of their self-confidence, and will also affect how students interact with their environment. Through the self-confidence they have, a self-belief is then formed, so that students can easily interact in their learning environment. Self-confidence is an attitude of trust and certainty in one's abilities, which helps individuals see themselves positively and realistically so that they can socialise well with others.

            An individual's self-belief (Self Efficacy) is also greatly influenced by their level of ability and skills. A confident individual will always be sure of every action they take, feel free to do things in line with their wishes, and take responsibility for their actions. Of course, this condition can be a trigger that makes their learning process easier. However, not all individuals have adequate self-belief. Feelings of inferiority or shyness, reluctance and the like are obstacles for a student in their learning process at school and in their environment, because with such inferiority students will often feel that they do not trust the abilities and skills they have, so they become more withdrawn and receive less of the information they want.

            An individual who always assumes that they have no ability and feels worthless shows the characteristics of an individual with low self-belief (Self Efficacy). This can be seen in the individual's rather unnatural behaviour. Differences in students' levels of Self Efficacy will certainly affect their level of learning achievement at school and will also affect their daily lives.

            Learning outcomes are behavioural changes, whether development in knowledge, change in attitude, or improvement in skills, experienced by students after completing learning activities. Learning outcomes, often also called learning achievement, cannot be separated from learning activity, because learning is a process, while learning achievement is the result of that learning process. Learning outcomes are the abilities a child acquires through learning activities. In learning activities, the learning goals are determined beforehand by the teacher, and students who succeed in learning are those who are able to achieve the learning goals. Obtaining an achievement is not as easy as imagined, because it requires struggle and sacrifice and various challenges that must be faced.

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