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Advances in Social Sciences Research Journal – Vol. 9, No. 10
Publication Date: October 25, 2022
DOI:10.14738/assrj.910.13278. Bektiarso, S., Sudarti, & Wicaksono, I. (2022). The Effect of Self-Efficacy and Social Skills on Science Learning Outcomes for Junior
High School Students in Jember Regency. Advances in Social Sciences Research Journal, 9(10). 340-347.
Services for Science and Education – United Kingdom
The Effect of Self-Efficacy and Social Skills on Science Learning
Outcomes for Junior High School Students in Jember Regency
Singgih Bektiarso
University of Jember
Sudarti
University of Jember
Iwan Wicaksono
University of Jember
ABSTRACT
The purpose of this study was to examine the effect of self-efficacy and social skills
simultaneously and partially on science learning outcomes for junior high school
(SMP) students in Jember Regency. This research is a type of causality explanatory
research, namely research that intends to explain the effect of the independent
variables on the dependent variable. The data analysis technique used is statistical
test with multiple linear regression test technique using SPSS version 25 statistical
application. The results of the normality test for the variable data are self efficacy
(X1) sig 0.2> 0.05, social skills (X2) sig 0.2> 0.05, and science learning outcomes (Y)
sig 0.178>0.05, thus the data variance of all variables is normally distributed. Thus,
data analysis with multiple linear regression test techniques can be continued.
Based on the results of the regression analysis, it was found that 1) hypothesis
testing there was a significant effect of self-efficacy and social skills on students'
science learning outcomes simultaneously obtained sig 0.000, meaning that this
number was below 0.05, thus the null hypothesis was rejected; 2) hypothesis testing
that there is a significant effect of self-efficacy on students' science learning
outcomes partially obtained sig 0.023, meaning this number is below 0.05, thus the
null hypothesis is rejected; 3) hypothesis testing that there is a significant effect of
social skills on students' science learning outcomes partially obtained 0.003
meaning this number is below 0.05, meaning the null hypothesis is rejected. Based
on this description, it can be concluded that self-efficacy and social skills have a
significant effect simultaneously and partially on science learning outcomes for
junior high school students in Jember Regency.
Keywords: Self-Efficacy, Social Skills, Science, Learning Outcomes
INTRODUCTION
Law of the national education system No. 20/2003 (Indonesian Republic Government, 2003)
states that education is a conscious and planned effort to create a learning atmosphere and
learning process so that students actively develop their potential to have religious spiritual
strength, control self, personality, intelligence, noble character, and skills needed by himself
and society. Furthermore, according to Government Regulation No. 66/2010 Concerning
Management and Implementation of Education (Indonesian Republic Government, 2010). It is
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Bektiarso, S., Sudarti, & Wicaksono, I. (2022). The Effect of Self-Efficacy and Social Skills on Science Learning Outcomes for Junior High School
Students in Jember Regency. Advances in Social Sciences Research Journal, 9(10). 340-347.
URL: http://dx.doi.org/10.14738/assrj.910.13278
stated that education in junior high school is a formal education level that organizes general
education in basic education as a continuation of SD, MI and other equivalent forms or advanced
results. Learning that is recognized as equivalent to SD and MI. According to the 2013
curriculum, the objectives of junior high school education include factual, conceptual,
procedural, metacognitive and creative skills, productive, critical, independent, collaborative,
communicative (Kemendikbud, 2013). Based on the above, the process of education and
learning in secondary schools requires strategies and approaches that match the targets and
objectives of the curriculum.
Self-efficacy is an individual's belief about his ability to organize and complete a task needed to
achieve certain results (Bandura, 1997). Produce something, and also implement actions in
order to achieve a certain form of skill. This self-efficacy will affect the level of work
productivity, stress levels and also the mental health of the workforce in the many demands
they have to fulfill. The lower the level of self-efficacy in a person, the higher the pressure he
will feel. Self-efficacy indicators according to Lauster (2002) include: 1) belief in self-ability; 2)
optimistic/always good-looking to succeed; 3) objective according to the existing facts; 4) be
responsible for all risks; and 5) rational and use common sense.
Humans as social beings need to communicate socially with other humans. Human activities in
certain communities are determined by the smooth level of social relations. In other words,
social interaction determines the success of programs that are run together in accordance with
the goals set by an organization. Hurlock (1993) states that social adjustment is the success of
a person adapting to other people or in general and to his social group in particular. In any
organization, it is necessary to manage existing resources in order to create a situation that
allows the achievement of goals. According to Comb and Slaby (1977) social skills are the ability
to interact with other people in a social context in a specific way that is socially acceptable or
valued and benefits others. Thus, it can also be said that social skills are a person's level of
proficiency in communicating with others so as to create a conducive social atmosphere
according to the values agreed by the social group. This means that a person is accepted or not
accepted in certain social groups depending on the similarities and certain needs in the group
that have been agreed upon by group members. Indicators of social skills according to Gresham
and Elliot (1990) include 1) easy to work together; 2) assertive behavior is not prestige asking
for help from others; 3) responsibility; 4) empathy others feel comfortable; 5) self-control to
deal with other people's disturbances calmly.
In the process of education and learning, the measure of the achievement of the quality of the
process and learning outcomes can be measured and assessed in terms of student learning
success. Learning is a mental activity that takes place in active interaction with the environment
that results in changes in knowledge, understanding and attitudes. The change in behavior is
constant and scarred (Winkel, 2009). Learning outcomes are changes in knowledge, concepts
and behavior experienced by students after going through a learning process guided by
teachers as facilitators and learning dynamists (Sujana, 2010). Factors that can affect the
quality and learning outcomes in general there are two factors, namely external, and internal.
According to Slameto (2010) internal factors that can affect student learning outcomes are
psychological factors, willingness, talent, and student interest in learning.
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Learning outcomes are knowledge, understanding, skills and attitudes obtained by students
after going through the learning process. In learning, there are several supporting components,
namely teachers, students, methods, and learning infrastructure (Sudjana, 2010). Learning
outcomes are evaluation actions that can reveal aspects of thinking, as well as psychological or
attitude aspects, value aspects, and certain skills aspects that already exist in students (Yusuf,
2018). Many internal factors of students' self that can affect student learning outcomes. Two
internal factors that are quite important in influencing learning outcomes, for example, are self- efficacy and students' social skills. Science subjects in junior high schools are learning programs
in the curriculum that develop the concept of natural phenomena and the process of acquiring
concepts and their applications in everyday life (Kemendikbud, 2013). The results of Andriani's
research (2018) state that students' self-efficacy has a significant effect on their learning
outcomes. Likewise, the results of research by Nurulwati et.al (2020) stated that student self- efficacy had a significant positive effect on student physics learning outcomes. On the other
hand, the results of research by Hurst et.al (2013) stated that students' social interactions can
improve students' seeing various perspectives, critical thinking, and students' problem-solving
abilities. Likewise, the results of research by Izzati (2014) state that students' social interaction
skills have a significant effect on students' mathematical communication skills.
The material to be taught in this research is Light and Optical Instruments which will be studied
by SMP/MTs students in class VIII in the second semester. There are two Basic Competencies
(BC) to achieve learning objectives on Light and Optical Instruments based on the Circular
Letter of the Minister of Education and Culture Number 37 of 2018, including: BC 3.12
Analyzing the properties of light, forming shadows on flat and curved planes and their
application, and BC 4.12 Presenting the results of experiments on the formation of images on
mirrors and lenses (Widodo, 2009).
Figure 1. Flat Mirror
METHODOLOGY
The type of research is quantitative research, that is, the variables are expressed in quantitative
data in the form of numbers (Arikunto, 2010). It can also be said that this research is called
explanatory research. The purpose of explanatory research is to test hypotheses and test the
effect of the independent variable on the dependent variable (Sugiyono 2012). The variables
studied were job self-efficacy (X1), social skills (X2), and student achievement (Y). The research
subjects are junior high school students in the city of Jember. The number of research samples
used was 50 students. The research instrument used was a questionnaire with details of the
self-efficacy variables 5 items, social skills 5 items, and student achievement 5 items. The
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Bektiarso, S., Sudarti, & Wicaksono, I. (2022). The Effect of Self-Efficacy and Social Skills on Science Learning Outcomes for Junior High School
Students in Jember Regency. Advances in Social Sciences Research Journal, 9(10). 340-347.
URL: http://dx.doi.org/10.14738/assrj.910.13278
questionnaire statement of self efficacy variable and social skills variable uses a Likert scale
with 5 answer options, namely 1. Strongly disagree, 2. Disagree, 3. Neutral, 4. Agree, 5. Strongly
agree. Thus, each respondent in the self-efficacy variable and the social skills variable will get a
score between the value intervals (5–25). While the value of student achievement will get a
value interval of 0-100. The data analysis used is multiple linear regression test because all
variables are in the form of interval data. Stages of analysis in this study include data normality
test, regression test, and significance test. While the data analysis technique in this study used
the SPSS application (Sujarweni, 2015, Erlina et. al, 2018).
The framework of this research can be described in the following figure.
Figure 2. Research Conceptual Framework
Based on the background, theoretical and empirical studies, as well as the conceptual
framework of the research, the following research questions can be asked:
1. Do self-efficacy and social skills simultaneously have a significant effect on science
learning outcomes for junior high school students in Jember Regency?
2. Does self-efficacy partially have a significant effect on science learning outcomes for
junior high school students in Jember Regency?
3. Do social skills partially have a significant effect on science learning outcomes for junior
high school students in Jember Regency?
Based on the research questions above, the following hypotheses can be proposed
H1: self efficacy and social skills simultaneously have a significant effect on Science learning
outcomes for junior high school students in Jember Regency
H2: Self-efficacy partially has a significant effect on the performance of junior high school
teachers in Indonesia Jember
H3: social skills partially have a significant effect on science learning outcomes for junior high
school students in Indonesia Jember
FINDING AND DISCUSSION
Research data on the variables of self-efficacy and social skills were obtained by data collection
techniques through questionnaire answers to 50 junior high school teachers in Jember
Regency. Meanwhile, data on student learning outcomes were obtained using the technique.
Furthermore, based on the results of the recapitulation, data on the variables of self efficacy
(X1), social skills (X2), and science learning outcomes (Y) were obtained from 50 respondents.
S Self Efficacy Sess
(X1)
SSocial Skills
(X2)
Student Achievement
(Y)
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The analysis was carried out with the stages of descriptive test, data normality test, multiple
linear regression test, and significance test.
The description of descriptive statistics on the results of data collection on the variables of self- efficacy, social skills, and science learning outcomes can be shown in the following table.
Table 1. Descriptive Statistics of Self Efficacy, Social Skills, and Science Learning Outcomes
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
self_efficacy 50 14.00 26.00 19.9000 2.67452
Social_Skills 50 13.00 25.00 18.9000 2.79394
Learning_Outcome 50 55.00 74.00 63.9000 5.23431
Valid N (listwise) 50
Based on table 3.1, it can be interpreted that the highest average score is on the performance
variable 20.94 with a standard deviation of 4.033. While the lowest score is the work motivation
variable, which is 19.92 with a standard deviation of 4040.
The next step is to test the normality of the data. Based on the non-parametric statistical test
with the one sample Kolmogorov-Smirnov technique, the following output was obtained.
Table 2. Non-Parametric One Sample Kolmogorov-Smirnov Statistical Test
One-Sample Kolmogorov-Smirnov Test
self_efficacy Social_Skills Learning_Outcome
N 50 50 50
Normal
Parametersa,b
Mean 19.9000 18.9000 63.9000
Std. Deviation 2.67452 2.79394 5.23431
Most Extreme
Differences
Absolute .080 .074 .110
Positive .080 .070 .110
Negative -.080 -.074 -.078
Test Statistic .080 .074 .110
Asymp. Sig. (2-tailed) .200c,d .200c,d .178c
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.
Based on the output of the Kolmogorov-Smirnov one sample statistical test, it was obtained that
the significance data (sig) on the job satisfaction variable sig = 0.200 means 0.2 > 0.05, thus the
data on the self-efficacy variable is normally distributed. The social skills variable with a
significance (sig) of 0.200 means 0.2 > 0.05, thus the data for the social skills variable is
normally distributed. Furthermore, the variable learning outcomes obtained 0.1780 means
0.178> 0.05 thus learning outcomes data is normally distributed.
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Bektiarso, S., Sudarti, & Wicaksono, I. (2022). The Effect of Self-Efficacy and Social Skills on Science Learning Outcomes for Junior High School
Students in Jember Regency. Advances in Social Sciences Research Journal, 9(10). 340-347.
URL: http://dx.doi.org/10.14738/assrj.910.13278
The next step is to test the hypothesis using parametric statistics with multiple linear
regression test techniques. The output of statistical tests with multiple linear regression
techniques can be displayed in the following output tables.
Table 3. Multiple Linear Regression Model Summary
Model Summary
Model R R Square
Adjusted R
Square
Std. Error of the
Estimate
1 .929a .863 .857 1.97813
a. Predictors: (Constant), Social_Skills, self_efficacy
Based on Table 3.3 obtained R Square 0.863, this can be interpreted that students' science
learning outcomes are influenced by self-efficacy and social skills by 86.3% while the rest is
influenced by other factors. Furthermore, to test the hypothesis of the effect of self-efficacy and
social skills partially and simultaneously on science learning outcomes, it can be explained in
the following table output analysis.
Table 4 Multiple Linear Regression Test
Coefficientsa
Model
Unstandardized Coefficients
Standardized
Coefficients
B Std. Error Beta t Sig.
1 (Constant) 29.168 2.138 13.644 .000
self_efficacy .786 .335 .402 2.344 .023
Social_Skills 1.010 .321 .539 3.147 .003
a. Dependent Variable: Learning_Outcome
Based on table 3.4 above, it can be done a significance test by confirming the significance value
of the influence of self-efficacy, social skills partially and simultaneously on students' science
learning outcomes. The discussion of the hypothesis significance test can be described as
follows.
Effect of Simultaneous Self Efficacy and Social Skills on Science Learning Outcomes of
Junior High School Students
The hypothesis of self-efficacy and social skills simultaneously significantly influence the
science learning outcomes of junior high school students can be tested for significance by
comparing the sig value with a value of 0.05. Based on table 3.4, it is found that the significance
value is 0.000, this value is smaller than 0.05. Thus, it can be concluded that self-efficacy and
social skills simultaneously have a significant influence on the science learning outcomes of
junior high school students in Jember Regency. It can also be interpreted that if the value of self- efficacy and social skills is higher, the higher the value of students' science learning outcomes.
The Effect of Partial Self Efficacy on Science Learning Outcomes of Junior High School
Students
The self-efficacy hypothesis has a partially significant effect on performance, its significance can
be tested by comparing the sig value with a value of 0.05. Based on table 3.4, it is found that the
significance value is 0.023, this value is smaller than 0.05. Thus, it can be concluded that self-
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efficacy has a partially significant effect on the science learning outcomes of junior high school
students in Jember Regency. It can also be interpreted that if the value of self-efficacy is higher,
the higher the value of students' science learning outcomes.
The Partial Effect of Social Skills on Science Learning Outcomes of Junior High School
Students
The hypothesis of social skills partially significant effect on science learning outcomes can be
tested for its significance by comparing the sig value with a value of 0.05. Based on table 3.4, it
is found that the significance value is 0.002, this value is smaller than 0.05. Thus, it can be
concluded that social skills have a significant influence partially on the science learning
outcomes of junior high school students in Jember Regency. It can also be interpreted that if the
value of self-efficacy is higher, the higher the value of students' science learning outcomes.
CONCLUSIONS
Based on the data analysis and discussion, it can be concluded as follows:
1. Self efficacy and social skills simultaneously have a significant effect on science learning
outcomes for junior high school students in Jember Regency.
2. Self efficacy partially has a significant effect on science learning outcomes for junior high
school students in Jember Regency.
3. Social skills partially have a significant effect on science learning outcomes for junior
high school students in Jember Regency.
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Bektiarso, S., Sudarti, & Wicaksono, I. (2022). The Effect of Self-Efficacy and Social Skills on Science Learning Outcomes for Junior High School
Students in Jember Regency. Advances in Social Sciences Research Journal, 9(10). 340-347.
URL: http://dx.doi.org/10.14738/assrj.910.13278
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