Agustina Simorangkir, Eli Rohaeti
This paper concerns on the students' self-efficacy in their each study in the context chemistry learning especially buffer solution. This study aimed to explore how student's beliefs and underlying sources through chemistry learning process in classroom. Based on the purpose, interviews were asked to five students in High Senior School. Each of them has different level of ability in chemistry. In addition recording was used and also interviewed conducted with all participants. The emerging meanings about students' self-efficacy were analyzed according to self-efficacy theory. This research showed that from five participants indicated different self-efficacy from each other. One participant showed high self-efficacy compared to other participants in learning chemistry. Most of them stated that mastery experience is the main source that underlying expansion the self-efficacy. © 2019 Published under licence by IOP Publishing Ltd.
Yogyakarta State University, Indonesia
