Teacher’s Strategy To Improve Self Efficacy For Accelerated Student’s In MAN 1 Yogyakarta

Abstract

Accelerated classes are educational services for students with unique talents to complete learning faster than regular classes, giving students a highly competitive spirit and impacting student learning loads. Therefore, accelerated class students need to have high self efficacy so that learning motivation can grow because students' learning is driven by self belief. The belief that is owned is called self efficacy. This study aims to (1) find out the teacher's learning strategy to enhance students’s self efficacy at the accelerated classes; (2) find out the supporting factors and obstacles of the teacher's learning strategy in improving students' self efficacy; (3) find out the impact of the teacher's learning strategy in improving students' self efficacy. The research method used in this study is qualitative, with primary data collection techniques of interviews and documentation with three teachers and three students. Data analysis techniques are data collection, reduction, presentation, and conclusions. Based on the results of the study, it can be seen that (1) the strategies used by teachers to improve students' self efficacy are using teaching modules and giving rewards; (2) the supporting factors for teachers in improving students' self efficacy are student characteristics and adequate facilities and infrastructure, while for the teacher's constraining factors are time constraints; (3) the impact of the strategies applied by the teacher are the students more active and the learning more effective.