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Self-efficacy in teaching is very important for prospective teachers. Prospective teachers who have good self-efficacy inteaching can carry out the profession as a teacher well in the future. This study aims to improve the self-efficacy in teaching of prospective mathematics teachers by involving them in the online teacher community. A total of 58 prospective mathematics teachers were included as samples. They were divided into two groups. The experimental group attended micro teaching courses while involved in the online teacher community, on the other hand the control group attended a micro teaching course while assisting the model teacher. Self-efficacy in teaching was measured by a questionnaire at the beginning of the semester as a pre-test and at the end of the semester as a post-test. The results showed that prospective mathematics teacher who took micro teaching courses while involved in the online teacher community experienced a higher increase in self-efficacy compared to those who attended micro teaching courses while assisting the model teacher. These results indicate that the association of prospective mathematics teachers in the online teacher community has a positive effect on increasing their self-efficacy in teaching. In-depth interviews indicate that a combination of synchronous and asynchronous communication plays a role in increasing their self-efficacy. Computer-mediated communication that is context-free and not too bound by social conventions greatly helps increase the self-efficacy of prospective teachers.

Abstrak. Penelitian ini bertujuan untuk menguji pengaruh dari model Reciprocal Teaching yang berbantuan media interaktif terhadap kemampuan komunikasi matematis siswa kelas VIII SMP di Kediri. Penelitian ini memberikan solusi yaitu menerapkan model Reciprocal Teaching berbantuan media interaktif atas kendala dalam penerapan model Reciprocal Teaching dalam pembelajaran dimana tidak semua siswa dapat memahami materi matematika hanya dengan membaca. Penelitian ini menggunakan metode eksperimen semu, dengan post test only control group design. Sampel penelitiannya sebanyak 133 siswa kelas VIII salah satu SMP Negeri di Kediri. Pengumpulan data menggunakan tes, data diuji dengan menggunakan uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan secara signifikan pada rata-rata hasil post test kelompok kontrol dan kelompok eksperimen, dimana rata-rata dari kelompok eksperimen lebih besar daripada ratarata kelompok kontrol. Sehingga model Reciprocal Teaching berbantuan media interaktif mempengaruhi kemampuan komunikasi matematis siswa. Kata kunci: Reciprocal Teaching, media interaktif, kemampuan komunikasi matematis.

Abstrak Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa. Siswa tidak hanya dituntut menguasai ilmu pengetahuan dan teknologi, namun juga berkarakter sesuai jati diri bangsa. Oleh karena itu, sejak tahun 2011 dicanangkan pendidikan karakter dan dipertegas lagi pada Kurikulum 2013. Pendidikan karakter terintegrasi pada semua bidang studi, baik pembelajaran maupun asesmennya. Berbagai upaya harus dilakukan ke arah itu, seperti pengembangan model pembelajaran, model asesmen, atau media pembelajaran. Menyikapi kondisi tersebut, melalui kesempatan ini dicoba dikaji pemanfaatan media online untuk memfasilitasi asesmen pendidikan karakter terpadu. Asumsi yang dipegang adalah media online dengan berbagai wujud sudah menjadi media pertukaran dan sekaligus sumber informasi. Hasil yang diperoleh bahwa media online mampu meningkatkan kepercayaan diri siswa untuk bertanya atau berpendapat. Karakteristik media online yang asinkronus, bebas konteks, dan tidak terlalu terikat pada konvensi sosial sangat mendukung temuan tersebut. Kata kunci: media online, asesmen pendidikan karakter Abstract National education serves to develop skills and form the character and civilization of dignity in the context of the intellectual life of the nation. Students are not only required to master science and technology, but also the character corresponding national identity. Therefore, since the year 2011 was declared the character education curriculum and confirmed again in 2013. Character education is integrated in all fields of study, both the learning and the assessment. Efforts must be made in that direction, such as the development of instructional models, assessment models, or learning media. Response to these conditions, the opportunity through the use of online media studied attempted to facilitate assessment of integrated character education. Held assumptions are the various forms of online media has become a medium of exchange and at the same time resources. The results that online media can improve the confidence of students to ask questions or argue. Asynchronous online media characteristics, context-free, and not too tied to social conventions strongly supports these findings. Keywords: online media, assessment of character education

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