M.K. Nais, K.H. Sugiyarto, J. Ikhsan
Self-efficacy is one of the affective outcomes that affect students' motivation and learning. This study would like to present the profile of students' self-efficacy who used virtual chem-lab in hybrid learning. Descriptive quantitative method was used in this study. Level of self-efficacy of 74 students were measured using the self-efficacy questionnaire. The students came from three groups named groups A, B and C, with different learning process in each class. The learning process of group A was as usual learning process used hands-on laboratory. The group B used virtual chem-lab as supplement of hands on laboratory integrated into hybrid learning. On the other hand, the group C used virtual chem-lab as replacement of hands-on laboratory which was integrated into hybrid learning. The students' self-efficacy data were analyzed by categorizing the self-efficacy score into ideal rating category. The result of this study showed that students who used virtual chem-lab both as supplement and replacement of hands-on laboratory integrated into hybrid learning had mostly good level of self-efficacy, while students in the group A had lower scores with fair level of self-efficacy. It indicated that the use of virtual chem-lab in hybrid learning have positive influence on students' self-efficacy. © 2018 Published under licence by IOP Publishing Ltd.
Study Program of Chemistry Education, Graduate School, Yogyakarta State University, Indonesia; Department of Chemistry Education, Faculty of Mathematics and Sciences, Yogyakarta State University, Indonesia
