Empirical evidence explained the current changes in teaching and learning due to the coronavirus pandemic, especially in Indonesia. This study investigates factors of self-efficacy and the impacts on online learning in one university in Indonesia. In this research, the theory of social cognitive integration is used in the online learning process. This type of quantitative research with an online questionnaire tool was applied to collect data from 156 students. The data were analyzed using the Structure equation modeling (SEM) approach proposed using the Lisrel software. This study shows the significance of self-efficacy in finishing online learning and self-efficacy in interacting during online learning. The impacts are seen in terms of comfortability and self-awareness of students to attend online learning. On the other hand, the effect of social interaction in online learning is categorized as an insignificant factor statistically to influence the subject's intentions. The conditions of solving the obstacles and handling the features in the learning management system (LMS) are essential to achieving success in online learningFrom the research results, self-efficacy factors have a positive impact on the implementation of e-learning and instructor support helps overcome technical obstacles. Moreover, this study contributes to the implementation and guidance of students behaviours to increase success in online learning.

Critical thinking skills are needed as competitive capital in the future. Critical thinking ability is the most important goal taught in mathematics learning. One of the supporting factors for students' success in mathematical critical thinking is the level of self-efficacy. This study aims to determine whether there is an increase in mathematical critical thinking skills in terms of self-efficacy in discovery learning learning. The research design used is mastered experiments using quantitative data. The population of this study was class VII Cirebon 8 Public Middle School and the sample taken was class VII B. The results showed that (1) self-efficacy students'had an average of 78.14 which was quite good. (2) Mathematical critical thinking skills of students have increased based on the results of pre-tests and p-test. (3) There is an increase in students 'critical thinking skills after learning which is viewed from self-efficacy students'.

Pelatihan dalam bentuk pengabdian ini bertujuan untuk memberikan panduan terperinci tentang merancang dan mengembangkan sebuah pembelajaran abad 21 berupa e-learning. Melatih dan mempersiapkan instruksional terbaru dalam orientasi desain e-learning serta memberikan konsep dasar dan informasi tentang proses dan basis kompetensi yang berperan dalam e-learning. Merancang sekaligus mengelola e-learning menjadi keterampilan baru di abad 21 yang harus dimiliki guru. Metode kegiatan yang digunakan adalah pelatihan, pendampingan, penerapan, dan evaluasi. Peserta kegiatan pelatihan dan pendampingan adalah guru-guru IPA sekolah menengah pertama dari wilayah kabupaten Cirebon, Kota Cirebon, dan kabupaten Indramayu. Data berupa hasil pengamatan dan angket dianalisis secara deskriptif. Hasil pelatihan dan pendampingan yaitu guru-guru mampu menggunakan e-learning dengan baik. Guru-guru dapat membuat ruang pembelajaran di e-learning yang berisikan bahan ajar siswa. Penerapan e-learning di masingmasing sekolah masih memiliki keterbatasan sarana dan prasaran. Hasil respon angket menunjukkan respon positif terhadap kegiatan pelatihan dan pengabdian pembelajaran abad 21.

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