Locus of Control adalah keyakinan setiap individu mengenai sumber penyebab dari keberhasilan dan kegagalan yang terjadi pada diri individu tersebut. Penelitian ini bertujuan untuk 1) mengetahui bagaimana implementasi pembelajaran flipped classroom berbantuan geogebra dalam masa pandemi covid-19; 2) mengetahui hasil belajar dan keaktifan mahasiswa ditinjau dari locus of control pada mata kuliah analisis vektor mahasiswa Tadris Matematika IAIN Pekalongan. Penelitian ini merupakan jenis penelitian deskriptif kualitatif dengan penentuan subjek penelitian menggunakan purposive sampling. Teknik pengumpulan datanya meliputi (1) angket, (2) wawancara, dan (3) dokumentasi. Berdasarkan hasil penelitian diperoleh bahwa 84% mahasiswa memberikan respon positif terhadap implementasi pembelajaran flipped classroom berbantuan geogebra. Mahasiswa dengan internal locus of control memperoleh nilai paling tinggi pada semua aspek penilaian. Memiliki usaha yang lebih dalam memahami materi dan mengerjakan tugas atau ujian. Mahasiswa dengan internal-external locus of control memperoleh rata-rata nilai dibawah dari mahasiswa dengan internal locus of control. Sudah memiliki usaha lebih dan cukup aktif dalam pembelajaran. Berusaha makasimal dalam menyelesaikan tugas, namun terkadang kurang percaya diri terhadap kemampuannya. Mahasiswa dengan external locus of control memperoleh nilai paling rendah pada semua aspek penilaian. Selama pembelajaran tidak aktif dan juga telat dalam pengumpulan tugas. Kurang berusaha dalam memahami materi dan arahan dari dosen kurang diperhatikan.

This study aimed to determine the implementation of character education on students’ honesty and find its supporting and inhibiting factors. The method used was quantitative descriptive. The research participants were 32 students from classes V and VI of State Elementary School Kaliboyo, selected using purposive sampling. The instruments were an observation sheet and a questionnaire. Data were analyzed using quantitative analysis. The results indicated that character education in fostering students’ honesty used several indicators, such as the teachers reminding students not to cheat, reporting school activities transparently, and having an honest student recruitment system. Habituation also needed to implement, such as the habituation of 6R (Concise, Clean, Neat, Diligent, Caring, and Friendly), the habituation of 5S (Smile, Greetings, Greetings, Polite, and Courtesy), and donating habituation. Besides, the factors that influenced the implementation of character education in fostering the honesty of State Elementary School Kaliboyo were teachers as role models, students themselves, guardians/family, and the school discipline system. At the same time, the inhibiting factor was unsupporting environments.

Self-efficacy is one of the important soft skills for students because it affects success in solving a problem. This study aims to: (1) describe the self-efficacy of Mathematics Education students in the differential calculus course; (2) analyze the effect of the self-efficacy of Mathematics Education students on learning outcomes in the differential calculus course. This research is a survey research with a descriptive quantitative approach. In taking the sample, the researcher used a purposive sampling technique, namely class C differential calculus with a sample of 22 students. The instruments used in this study were test questions and self-efficacy questionnaires. The results showed that in general students self-efficacy was in the moderate category, with details of 18% in the high category (H), 59% in the medium category (M), and 23% in the low category (L). In addition, self-efficacy has a positive effect on student learning outcomes by 57.3%.

Self-efficacy is one of the important soft skills for students because it affects success in solving a problem. This study aims to: (1) describe the self-efficacy of Mathematics Education students in the differential calculus course; (2) analyze the effect of the self-efficacy of Mathematics Education students on learning outcomes in the differential calculus course. This research is a survey research with a descriptive quantitative approach. In taking the sample, the researcher used a purposive sampling technique, namely class C differential calculus with a sample of 22 students. The instruments used in this study were test questions and self-efficacy questionnaires. The results showed that in general students self-efficacy was in the moderate category, with details of 18% in the high category (H), 59% in the medium category (M), and 23% in the low category (L). In addition, self-efficacy has a positive effect on student learning outcomes by 57.3%.