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Vol. 4 (2022): The 4th International Conference on University Community Engagement

Vol. 4 (2022): The 4th International Conference on

University Community Engagement

Published: 2022-11-08

Articles

Learning Interaction and Academic Efficacy : Their Influence on Students' Learning

Engagement in Higher Education
Anisa Rahmadani, Rizqi Maulida Amalia
76-81

 PDF

Strengthening Economic Resilience After the Covid-19 Pandemic: Increasing Access to Ease of
Doing Business for MSMEs in Sawoo Village
Anjar Kususiyanah
82-89

 PDF

Membangun Dari Dalam Penguatan Moderasi Beragama melalui Pendekatan Living Values
Education (LVE) Bagi Mahasiswa Ma’had Al-Jami’ah UIN Suska Riau
Arbi, Herlina, Imam Hanafi
90-100
  PDF

Virtual laboratory-based learning media training for MGMP IPA teachers at Madrasah
Tsanawiyah in Kudus Regency
Arghob Khofya Haqiqi, Rukhaini Fitri Rahmawati, Zidni Azizati, Ummi Nur Laila Sulistyani, Wakhid Fitri Albar
101-106

 PDF

Training for MSME Development in an Effort to Improve Professional MSME Business Financial
Governance
Arif Zunaidi, Nilna Fauza, Moch. Zainuddin, Imam Annas Mushlihin, Binti Mutafarida
107-111

 PDF

Strengthening the Economic Resilience of KWT Families through the Bank Ziska Program;
Case Study in Carangrejo Village, Sampung District, Ponorogo Regency
Arlinta Prasetian Dewi, Okta Husna Aisi
112-116

 PDF

Assistance to Madrasa in Creating a Clean and Healthy Learning Environment through

Integrated Waste Management in Education
Asep Kurniawan, Siti Qoriah, Ahmad Fauzi
117-123

 PDF

Tahfidz Qur’an House (TQH) Empowerment Strategy Towards Institutions of Transformation

Education
Asmendri, Milya Sari, Abhanda Amra, Putri Yeni
124-132

 PDF

Towards Smart Village: Optimization of Village Information Systems in Bekare Bungkal

Ponorogo
Asna Istya Marwantika, Kayyis Fithri Ajhuri, Wanda Lestari Ningsih, Hanifa Munandra
133-139

 PDF

Implementation of the Penta Helix Concept in The Waste Management of Social and
Economic Value in Kota Bengkulu
Asnaini, Zulkarnain, Yunida Een Fryanti, Heru Apriliansyah
140-150

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The 4th International Conference on University-Community Engagement (ICON-UCE)
IAIN Syekh Nurjati Cirebon, October 24-26, 2022

Learning Interaction and Academic Efficacy : Their Influence on

Students' Learning Engagement in Higher Education

Anisa Rahmadani, Rizqi Maulida Amalia

Bimbingan Konseling Islam, Universitas Al-azhar Indonesia, Jalan Sisingamangaraja, Jakarta Selatan, Indonesia
anisa.rahmadani@uai.ac.id

Keywords: Academic efficacy, Engagement, Learning interaction, Online learning

Abstract: Online learning is considered have many advantages, offers easy access through distance and time barriers.
On the other hand, these conveniences inevitably creates new problems. Study shows student involvement
and interactions between students and lecturers during learning still require attention. This research involves
three theoretical concepts in online learning : student learning engagement, learning interaction, and academic
efficacy. The purpose of this study is to find out whether student learning engagement during the online
learning process is influenced by how these students interact with fellow students and lecturers, as well as
how students perceive their beliefs to be able to carry out academic tasks in higher education. This quantitative
research study using regression analyis to 192 sample student of Al-azhar University of Indonesia. Results
found that the learning interaction and academic efficacy that students had together contributed 79.2% to
learning engagement. This research can be used as material for evaluating the implementation of learning
during the pandemic, and is expected to provide a basis for blended learning that will be carried out by the
university.

1 INTRODUCTION class tends to be 15-50% higher compared to offline

Responding to the Covid-19 pandemic that has hit
the world, the education system in Indonesia
inevitably adapts so that learning can be carried out
properly. Online learning has begun to be massively
implemented without exception at the elementary,
secondary, and higher education levels. Historically,
the online learning system has actually been present
in Indonesia since the early 1990s (Fadil, 2010). The
online learning system is considered capable of
accommodating the variance of student needs.
Therefore, online learning is an educational tool that
has experienced significant growth because of its
advantages in being able to reach students anywhere
and with any background (Lu, 2020).
Although online learning is considered to have
many advantages, it does not mean that its application
is flawless. As we know that online learning offers
easy access anywhere, anytime. But this convenience
inevitably creates new problems. The phenomenon in
the field shows that student involvement during
online learning still requires a lot of attention. The
attrition rate or student withdrawal rate in an online
classes (Turley & Graham , 2019). Students'
passiveness during learning also a serious note.
Marked by the absence of any activity or interaction
during the learning process, turning off the
microphone or camera during learning activities,
making it difficult for interaction between teachers
and learning media (Salsabila, Melania, Jannah, Arni,
& Fatwa, 2020). Thus, it is difficult to say the extent
of student involvement in accessing online learning.
Responding to this phenomenon, it is necessary to
have interactions that arise both between students
(student-student interaction) and between students
and their teachers (or lecturers). In the online learning
system, there is a transactional distance (Dahalan,
Hassan, & Atan, 2011). The lack of proper
supervision and interaction between teachers and
students can result in the width of the distance.
Luhdayanti and Hardi (2020) found that learning
activities that are present in online learning are based
on the assumption of learner autonomy and
interaction between teacher and student. Learning
autonomy itself can grow from the results of good
interactions. A study conducted by Zhang, Gao, Ring
and Zhang (2007) on students at the high school level
shows that students also need teachers to facilitate
online discussion forums to provide direction, which
makes students more comfortable in discussion and
help develop learning autonomy.
On the other side, learning involvement cannot be
separated from the contribution of supporting factors.
One that has attracted the attention of researchers is
the contribution of the level of academic efficacy
possessed by students. The study of Anggraini,
Setiadi and Sudirman (2014) found that academic
efficacy or the belief that students are able to do
assignments and academic demands contributed
14.8% to learning engagement. In addition, academic
efficacy was also found to be a predictor of cognitive
engagement (Walker & Mansell, 2006). In the context
of online learning, the efficacy of students is certainly
a good start in facing the challenges of academic
tasks, which will ultimately affect learning
engagement and produce optimal learning outcomes.
At the implementation level in Al-azhar
University of Indonesia, already has a learning
management system (e-learning UAI) developed by
the UAI Computer Data Center and Information
System (PDKSI) which was implemented long before
the pandemic. The concept of learning in e-learning
UAI includes formal and informal learning, providing
learning materials, student attendance, collecting and
uploading assignments, discussing with lecturers, to
assessing assignments available on one platform. The
teaching and learning process through e-learning can
be likened to conventional learning activities, only it
is done virtually. Physically, teacher and student do
not meet each other, but they can interact with each
other through discussion, question and answer, and
providing feedback.
Although it can be said that the facilities and
infrastructure in the Al-Azhar University of Indonesia
environment are sufficient to facilitate online
learning, in reality the involvement of online students
and the interactions that occur between students and
lecturers during learning still require attention. Thus,
it is interesting to know how the interactions that
occur, the level of academic efficacy possessed by
students during online learning, and student
engagement during the learning process. Through this
correlational study, the researcher aims to see
whether there is a relationship between student
interaction and student academic efficacy on level of
student engagement during online learning at the Al-
Azhar University of Indonesia.
2 LITERATURE REVIEW
This study involves three theoretical concepts
in online learning : student engagement, learning
interactions, and academic efficacy. All these three
concepts lead to the success of online learning.
Student Learning Engagement
"Like blind mand described an elephant". This is
the statement of researcher when defining student
engagement (Dixson, 2015). Student engagement is a
complex and multifaceted concept. Thus, the
definition of engagement can be from any point of
view. However, there is a general understanding that
motivation is an antecedent to engagement.
Meanwhile, student engagement is an energy and
effort in action and has taken the form of a
manifestation that can be observed through various
indicators. So that many experts define student
engagement in general as the willingness, need, desire
and compulsion of students to participate and succeed
in the learning process.
In the context of online learning, student
engagement is about devoting time, energy, thought,
and effort to some extent in the learning that students
are going through. Dixson (2015) defines student
engagement as the time and energy spent learning
materials and skills, demonstrating the learning,
interacting with fellow students or instructors, and at
least being emotionally involved with the learning
they are taking. This emotional involvement is in the
form of enthusiasm, enjoying an idea, enjoying
learning and its interactions.
Furthermore, Dixson (2015) stated that in the
context of online learning, there are four dimensions
that include affective and behavioral components in
shaping learning engagement. First dimension is
skill or skill which refers to the effort that is made to
participate in learning. For example, noting important
points, highlighting the material, and improving
reading so that learning is more understood. Second
dimension is emotional engagement, which refers to
emotional involvement during online learning, such
as enthusiasm when classes begin, applying learning
outcomes in real life. Third dimension is participation
engagement, which refers to involvement in
interactions that occur during online learning. For
example, actively filling in the discussion column and
actively providing opinions during online learning.
Fourth dimension is performance engagement, such
as doing a task seriously and getting good grades.
Learning Interaction
77
The interaction experienced by students in an online
learning environment is much different from offline
learning. In offline conditions, traditional classrooms,
verbal and non-verbal communication and body
language are more clearly visible, so as to close the
psychological distance between lecturers and
students. In online learning conditions, many
communication limitations do not have the benefit of
voice cues or body language. One of the challenges in
online learning systems relates to the lack of
connection that students feel with their classmates
and lecturers. However, what remains the same is that
interaction is an important element in all educational
contexts. So that one of the challenges in the online
learning system that many face is related to the lack
of a sense of connection felt by students with their
classmates and lecturers.
The learning interaction in this study involves
two dimensions that refer to the study of Gray and
DiLoreto (2016) : (1) teacher-student interaction,
includes asynchronous communication through
discussion forums or feedback in e-learning, and
synchronous communication through live
conversations via zoom or video calls; and (2)
student-student interaction, refers to the
communication between students. This form of
interaction includes collaborative learning which can
help develop critical thinking skills and deeper
knowledge.
Academic Efficacy
Ademic efficacy is a concept that originated in
Bandura and is a predictor in educational and
psychological research (Bandura & Schunk, 1981).
Schunk defines academic efficacy as an individual's
belief in his ability to organize and solve problems or
tasks. Efficacy itself is a concept that is very sensitive
to context, therefore the measurement of efficacy in a
learning context leads to academic efficacy (Hemant
Bandura stated the factors that influence academic
self-efficacy include: a) Achievement. Achievement
is the most important and influential source because
it becomes real evidence of an individual's abilities.
Success in achievement will increase self-efficacy; b)
Experiences of others (Vicarious Experiences). The
experiences of others are a source of information
about self-efficacy obtained through observing the
experiences of others, namely the subject's
observation of the success or failure of others who
have similarities with themselves in doing the same
task; c) Verbal Persuasion. In the form of verbal
delivery of information by influential people. This
verbal persuasion is usually influential in convincing
the individual that he is quite capable of carrying out
his duties so that he then encourages the subject to do
his job as well as possible; and d) Physical and
affective conditions (Physiological and Affective
States) Individuals when assessing their abilities will
also consider their physiological and affective
conditions. Individuals who feel afraid, anxious, and
stressed will fail to complete tasks. In this study, the
dimensions of academic efficacy measured were task
difficulty, general condition, and individual strength
level in dealing with typical college assignments.
3 METHOD
This study was used cluster random sampling
method to recruit 192 student praticipants (33.3%
male) form six faculty in Al-azhar University of
Indonesia. Student learning engagement was
measured by Online Student Engagement Scale
(OSE) developed by Dixson (2015). Learning
interaction was measured by instrument adapted from
Online Learning Environments Instrument (SLS-
OLE) developed by Gray and DiLoreto (2016).
Academic efficacy was measured by Academic Self
Efficacy Scale adapted from Gafoor (2007).
The three measuring instruments in this study used
the language adaptation process proposed by Beaton
Beaton et al. (2000), which includes 1) forward
translate, 2) synthesis of the translated version, 3)
analysis of the synthesized by expert judges, and 4)
backward translate.
The three instruments were then distributed to first-
year students via google form to measuring the
reliability. The instrument Online Student
Engagement Scale (OSE) produced Cronbach's alpha
reliability coefficient of 0.92 (n = 19), Online
Learning Environments Instrument (SLS-OLE)
produced Cronbach's alpha reliability coefficient of
0.74 (n = 7), and Academic Self Efficacy Scale
produced Cronbach's alpha reliability coefficient of
0.73 (n = 17).
To answer the reserach question, how the learning
interactions carried out by students during online
learning and the beliefs students have to be able to do
academic tasks affect student learning engagement.
The research question is formulated through the
following model.
78
 interactions and academic efficacy. Significant
regression results were obtained F(2.189) = 159,097,
Learning p < .000), with R2 of 0.792. Meanwhile, the
Interaction Student regression model obtained is Y = -3.18 + 0.92(x1) +
Learning 0.76(x2). From the regression model, it can be
Engagement concluded that if the learning interaction and
academic efficacy are 0, then the student learning
Academic engagement is -3.18 poin. Assuming academic
Efficacy efficacy has a fixed value, every 1 unit increase in
learning interaction scores will increase learning
engagement by 0.92, (p < 0.05). Meanwhile,
Figure 1 : Research Model assuming a fixed value learning interaction, every 1
This study first examines the relationship between unit increase in academic efficacy will increase
variables, then analysis data F-test was used to see learning engagement by 0.76 (p < 0.05). The
whether all the independent variables included in the interaction of learning and academic efficacy
model have a joint influence on the dependent significantly predict learning engagement scores. The
variable. two variables contributed 79.2% to student learning
engagement.
4 RESULT AND DISCUSSION According to the results, this presents study found
Results of Pearson Product Moment on the three a positive correlation among student learning
variables showed a significant correlation as shown egagement, learning interaction, and academic
on Table 1. efficacy in online learning higher education context.
This study also found that 70.8% (n = 136) of students
Table 1 : Mean, Standard Deviation, and Correlation are in a moderate level of learning engagement. This
of Research Variables figure means that almost half of the respondents in
M SD 1 2 this study had sufficient involvement during the
distance learning process. Meanwhile, 13% (n = 25)
1. SLE 66.8 12.2 of respondents were in the low category. The
remaining 16.1% (n = 31) respondents were in the
2. Learning Interaction 24.6 4.6 .63** high category. This means that they are able to take
3. Academic Efficacy 61.3 8.5 .70** .61** an active role when online learning is implemented.
Viewed from the point of view of social
constructivism, learning engagement is defined as the
Pearson’s correlation coefficient shows that student extent to which students are actively involved with
learning engagement correlates positively with thinking, speaking, and interacting with learning
learning interaction (r = .63, p < .01). The results also content, other students, and lecturers or instructors.
suggested a positive relationship between student The difference between what students can do on their
learning engagement and academic efficacy (r = .70, own, and what they can do with others is known as
p < .01), and positive relationship between learning the zone of proximal development (Bates, Coleman,
interaction and academic efficacy (r = .61, p < .01).
& Many, 2006). In online learning discussions,
Furthermore, analysis data was used by F-test to students can complement each other's knowledge by
see whether all the independent variables included in demonstrating a certain skill or task. So, according to
the model have a joint influence on the dependent the view of social constructivism, the learning
variable. The results of the F-test are summarized in process comes from our social interactions with the
Table 2 below. environment.
On the other hand, student learning involvement is
Table 2. Coefficient Regression seen not only in carrying out knowledge construction
Variable Coefficient t Sig
alone. Students are said to be fully engaged in
Constanta (SEL) -3.18 .000 learning when students use time and energy to study
Learning Interaction (X1) 0.92 6.44 .001 learning materials, interact meaningfully with other
Academic Efficacy (X2 ) 0.76 9.93 .000 people so that these people become 'real', and are also
emotionally involved with their learning, such as
The results of simple linear regression to predict being excited about an idea or ideas. , and enjoy the
learning engagement scores based on learning flow of learning and interactions that occur

79
(Hrastinski, 2009). So that student involvement is
about the extent to which students put time, energy,
thoughts, efforts, and feelings into their learning. For
example, being passionate about reading material,
taking notes during online classes, enjoying online
discussions with fellow friends or lecturers, and
helping other friends who have difficulty
understanding the material. Therefore, the interaction
of lecturers or instructors with students is very
important to encourage students towards active
learning.
In the context of online learning, the interaction
experienced by students in an online classroom
environment is very different from offline learning.
In face-to-face classes, communication that occurs
both verbally and non-verbally allows for no
psychological distance between lecturers and
students (Turley & Graham, 2019). Meanwhile, in
distance learning classes, the teacher is limited in
many ways, resulting in a feeling of isolation in
students, or a feeling of disconnection from
classmates and lecturers. Whereas studies show that
the level of interaction is an important factor for
predicting student scores, which when student
interaction is high, they tend to get higher scores than
those with low interaction (Jaggars, Edgecombe, &
Stacey, 2013). The interaction in this study
emphasizes two things : teacher-student interaction
and student-student interaction. The presence of the
instructor (or in the context of this research is the
lecturer), there is a reciprocal relationship between
lecturers and students that occurs in the context of
online learning, with the portion of the presence of
lecturers and relationships with friends dominating
the questionnaire statements. A study conducted by
the Community College Research Center (Jaggars,
Edgecombe, & Stacey, 2013) found that it is
important for online instructors to be present and
actively interact with much greater intentionality
compared to face-to-face classes. The results of
research on respondents showed that only 16.7% of
students were in the high category. That is, during the
online learning context, they carry out active learning
in class, are given the opportunity to introduce
themselves to their classmates, can communicate with
lecturers during online learning, and get feedback
from classmates.
Meanwhile, another factor that was found to
contribute to learning engagement was the extent to
which students had confidence in completing their
academic tasks, known as the concept of academic
efficacy. Studies conducted by students feel that they
do not have sufficient abilities related to their
competencies, which has an impact on the quality of
their competencies. This uncertainty, which in turn
results in disengagement or the release of students
from the learning activities they participate in
(Salsabila & Kusdiyati, 2021). This study shows that
only 16.7% of respondents have high academic
efficacy. These beliefs include performance during
learning such as setting aside time to study for exams,
taking notes, develop study plans, and be willing to
engage in academic discussions with classmates.
The results of the regression analysis show that the
initial score of learning engagement when there is no
influence from interaction and academic efficacy is at
-3.18. It can be said that the academic involvement of
the students themselves, without any interaction from
lecturers and fellow students, as well as the belief that
they are able to complete their academic assignments
are at a low start. In addition, it was found that the
interaction of learning and academic efficacy together
contributed 79.2% to learning engagement.
Therefore, how lecturers design an online learning
activity that creates interaction, and supports students'
confidence to be able to complete and commit to their
academic assignments is an important key to the
results of this study.
5 CONCLUSION
This present study found that the contribution of
learning interactions and academic efficacy was
79.2% to learning engagement. With this high
contribution value, it can be clearly concluded that to
increase student learning involvement during online
learning, lecturers focus on interactions between
lecturers and between students. Several points that
can be made by lecturers to create a supportive
learning environment and make students feel
connected with teacher are by using a combination of
audio lectures, interactive chat sessions, and clear
assignment structures and class policies. A good
quality of interaction will increase students'
confidence regarding their competence. So that this
will affect the extent to which students feel excited,
feel themselves and their friends are present and
recognized by the lecturer, are actively involved,
invest their energy and time in learning, and enjoy the
learning process even in an online context.
Practically advice that can be taken from this
research is the need for an understanding that grows
internally from each lecturer, that the online learning
context requires a much harder effort than direct
teaching. Increasing interaction by always being
present at every opportunity for asynchronous
lectures and greeting students personally can also be
done to make the quality of interaction better.
80
ACKNOWLEDGEMENTS Rahmadani, A., & Rahmawati, Y. M. (2020). Adaptasi
This research was supported by Lembaga Penelitian akademik, sosial, personal, dan institusional :
studi college adjustment terhadap mahasiswa
dan Pengabdian Masyarakat Universitas Al-azhar
tingkat pertama. Jurnal Konseling dan
Indonesia (LP2M UAI).
Pendidikan, 8(3), 158-166.
Shee, L., Lan, M., Jan, A., Nia, H. N., & Rahmatpour, P.
(2021). Online Learning Satisfaction During
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