No abstract

Online learning that occurred suddenly during the Covid-19 pandemic created challenges for education at universities. To be successful in learning, students need to have high self-efficacy in online learning. This study aims to look at student self-efficacy profiles in online learning during the COVID-19 pandemic and the differences based on student demographic factors (gender, year of entry, and field of study). Self-efficacy data was obtained by filling out the Online Learning Self Efficacy questionnaires by 125 undergraduate students in Yogyakarta which were distributed online through social media. The instrument of self-efficacy in online learning was adapted from the Online learning Self Efficacy Scale from Zimmerman and Kulikowich (2016). Furthermore, the data were analyzed using descriptive analysis to see differences in online learning self-efficacy on several student demographic factors. The results showed that the student's self-efficacy profile was dominated by the moderate category. There are variations in student selfefficacy profiles in the analysis based on gender, year of entry, and field of study. This is a recommendation for lecturers to improve the quality of online learning by packaging learning that is innovative, interesting, motivating, and introduces students to technology and online learning resources so that they are able to face challenges in online learning.

No abstract

No abstract

This study provides insights into STEM practices that are integrated with project-based learning. We show that when investigations into student interest and active participation, there are opportunities to experience project-based learning. The sample in the study was 30 students of biology education who attended environmental science lectures. The data analysis was carried out qualitatively with descriptive analysis to see the dominance of learning arrangements, learning activities, and the products of each of these learning settings. Students work on projects using the STEM learning steps. The results show that students can work on projects well, and are able to publish their work on YouTube. Keywords: STEM, Project-Based Learning, Environmental Science