The Impact of Cultural Values and Poster Comments on Self-Efficacy: Evidence from Indonesian Higher Education Students
Saved in:
| Title: | The Impact of Cultural Values and Poster Comments on Self-Efficacy: Evidence from Indonesian Higher Education Students |
|---|---|
| Language: | English |
| Authors: | Erwin Bunga Sapan (ORCID |
| Source: | Educational Process: International Journal. Article e2025598 2025 19. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Self Efficacy, Indigenous Knowledge, Culturally Relevant Education, Values, Models, Higher Education, Visual Aids, Feedback (Response), Cultural Influences, Christianity, Religious Education, Teaching Methods, Cooperative Learning, Peer Relationship, Values Education, College Students |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This study aims to investigate how a culturally integrated cooperative learning model, combining Poster Comment with Longko's cultural values, affects students' self-efficacy. Materials/methods: There were an experimental group and a control group in a quasi-experimental 2x2 factorial design to examine how two independent factors affect a single dependent variable and how the two independent variables interact. Researchers used self-efficacy surveys in questionnaires, observation, and documentation to gather data. The results of this study were from Structural Equation Modeling-Partial Least Squares (SEM-PLS). Results: The SEM-PLS analysis results showed that the poster comment model had a large effect on students' self-efficacy, both directly ([beta] = 0.305, p = 0.028) and indirectly through Longko's cultural values (indirect effect = 0.393, p = 0.001). Local cultural values had a big effect on self-efficacy ([beta] = 0.523, p = 0.000) and were also affected by the poster comment technique ([beta] = 0.752, p = 0.000). The model explained 60.6% of the variance in self-efficacy, underscoring the importance of learning together and in ways that are culturally grounded. Adding indigenous values to cooperative learning can help students become more involved and build self-confidence. Conclusion: Using Longko's cultural values in a poster-based cooperative learning approach enhances students' self-efficacy, making them feel more capable, motivated, and involved in character education by making it culturally relevant, encouraging peer collaboration, and fostering a strong sense of participation. Limitations and implications: The study only evaluated one cultural context and a short-term intervention; thus, future research should expand to include local cultural values in cooperative learning to increase students' confidence, involvement, and cultural identity. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1491035 |
| Database: | ERIC |
| Abstract: | Background/purpose: This study aims to investigate how a culturally integrated cooperative learning model, combining Poster Comment with Longko's cultural values, affects students' self-efficacy. Materials/methods: There were an experimental group and a control group in a quasi-experimental 2x2 factorial design to examine how two independent factors affect a single dependent variable and how the two independent variables interact. Researchers used self-efficacy surveys in questionnaires, observation, and documentation to gather data. The results of this study were from Structural Equation Modeling-Partial Least Squares (SEM-PLS). Results: The SEM-PLS analysis results showed that the poster comment model had a large effect on students' self-efficacy, both directly ([beta] = 0.305, p = 0.028) and indirectly through Longko's cultural values (indirect effect = 0.393, p = 0.001). Local cultural values had a big effect on self-efficacy ([beta] = 0.523, p = 0.000) and were also affected by the poster comment technique ([beta] = 0.752, p = 0.000). The model explained 60.6% of the variance in self-efficacy, underscoring the importance of learning together and in ways that are culturally grounded. Adding indigenous values to cooperative learning can help students become more involved and build self-confidence. Conclusion: Using Longko's cultural values in a poster-based cooperative learning approach enhances students' self-efficacy, making them feel more capable, motivated, and involved in character education by making it culturally relevant, encouraging peer collaboration, and fostering a strong sense of participation. Limitations and implications: The study only evaluated one cultural context and a short-term intervention; thus, future research should expand to include local cultural values in cooperative learning to increase students' confidence, involvement, and cultural identity. |
|---|---|
| ISSN: | 2147-0901 2564-8020 |
