This study aims to identify and describe the type of self-efficacy and personality of extrovert s and introverts. This discussion focuses on the basic theory, definitions, roles that exist at the elementary school, junior high school, high school and college. The research method chosen in this research is a systematic literature study. Collecting data obtained from the Google Schoolar database using the Publish or Perish application. Self-efficacy as self-confidence to be able to complete a task and can improve performance that affects various aspects of life, one of which is in the process of learning mathematics. The type of person seen in several versions depending on the theory of who visited. But basically every human being has one personality type that stands out. The personality type possessed by students can reveal the strengths and weaknesses of the student. So that by knowing one of the personality types possessed by students, teachers can maximize self-efficacy in students to help the mathematics learning process. The results of this study can contribute to further research for researchers who compile research on this issue.

The purpose of this research is to reveal and describe how the self-efficacy of mathematics teachers in Cianjur towards the dynamics of learning during the Covid-19 pandemic. The research was conducted in Cianjur Regency. The methodology used is descriptive quantitative method. The technique of collecting data is through questionnaires given by purposive and snowball sampling techniques. Data analysis uses descriptive statistics which do not aim to make conclusions about the entire population but rather help understand the details of the sample. The results showed that the overall self-efficacy of Mathematics Teachers in Cianjur was in the moderate category. Likewise, four of the seven constructs on teacher self-efficacy are Mathematics Knowledge Self-efficacy (KS), Instructional Self-efficacy (IS), Outcome Expectancy (OE) and Technology Literacy (TL) in the medium category. This means that teachers believe they have the ability to carry out their duties in the midst of a pandemic even though they still need development related to the four constructs. However, the other constructs namely Motivational Self-efficacy (MS), Engagement Self-efficacy (ES), and Disciplinary (as in classroom management) Self-efficacy (DS) are in the high category. This condition shows that teachers are able to provide motivation, students can be actively involved in learning and learning continues to be carried out conducive even though learning is carried out in the midst of a pandemic condition.

This study aims to describe self-efficacy during learning during the Covid-19 pandemic based on gender. Using a nonexperimental design with a quantitative descriptive approach. Collecting data using 30 statement questionnaires based on every aspect needed to achieve self-efficacy conditions, namely magnitude, generality, and strength. Subjects amounted to 616 respondents, consisting of students and students from various schools and universities, obtained by random sampling technique. Data analysis uses descriptive statistics, which do not aim to draw conclusions about the entire population but rather help understand the details of the sample. The results of the study concluded that, overall, the average self-efficacy of the respondents was in the moderate category. The magnitude aspect is in the medium category and the other is high. The medium category on the magnitude shows the need for attention to the level of task difficulty, meaning that it describes students and students who will be able to do enough to do tasks that are considered feasible and avoid situations and behaviors that are beyond their capabilities. High category on generality, meaning that students' beliefs and students to complete the given task can take place in appropriate and real situations and psychology. The high category on strength means that students and students have persistent expectations in trying to complete assignments well, even though they do not have experience. Based on gender, it was found that female and male students had self-efficacy, which tended to be the same in dealing with the dynamics of learning during the COVID-19 pandemic.