Self-efficacy in Primary Schools Students as Potential Characters : From the Perspective of Students ’ Self-ability and Interest

Self-efficacy has an important role to strengthen one's belief in completing tasks. This research focused on the lack of self-efficacy in primary school students. The purpose of this research is to describe the potentials and urgency of self-efficacy seen from the perspective of students’ self-abilities and interests in the fifth-grade of primary school students. The subjects of this research were 108 students and 14 teachers in primary schools that implemented the 2013 Curriculum in Seyegan Sub-district, Sleman, Yogyakarta. The object of this research was the response to self-efficacy. Moreover, a descriptive quantitative approach was adopted as the research method. The research instruments were questionnaires and open interview guidelines. Data collection technique used was a non-test method using questionnaire and open interview guidelines. The findings revealed that: [1] students in the fifth-grade of primary schools had started to show self-efficacy; [2] students were able to value themselves; [3] self-efficacy could develop into potential characters. Students’ selfefficacy was able to be developed starting from primary schools.

Academic Year from Kemendikbud (2017), Yeni Rakhmawati & Ali Mustadi, Self-efficacy in Primary Schools Students as Potential Characters… [56] from 25,618,078 students in primary school level, 4,400,553 students graduated, and 964,450 students or 21.92% of them did not continue to junior high school (SMP, Sekolah Menengah Pertama).Moreover, 39,213 or 0.15% of students dropped out of primary school.
In addition, there were 84% of Indonesia children who experience school violence (ICRW -International Center for Research on Women in Qodar, 2015).This finding contradicts the aims of the Millennium Development Goals (MDGs), which provide optimal and broadest education services for everyone (Masino & Niñozarazúa, 2015).Education services in Indonesia have not been proven to completely fulfil the students' needs.
The government began to re-organize by starting from primary education.In this stage, factors that support the children learning needs include: teachers who graduate in education major that understand the needs of children, and the skills to manage classes (Irvine, Jim, & Christhoper, 2010: 11-13); a healthy, clean, and safe environment that can protect children (Rwandan, 2009: 21-27); and meaningful and conducive learning activities (Widodo, 2017:13).(Künkler & Lerner: 2016).
These programs aim at students' character reinforcement services.
Characters are the main learning objective for current education.Character building in primary school age is very necessary as the basis and foundation for children in building identities (Mustadi, 2011: 16).One of the characters that students must possess is self-efficacy.Selfefficacy is an idea based on a socialcognitive theory related to success beliefs of completing specific tasks (Bandura, 2009: 5) This research aims at describing: 1) selfefficacy of primary school students in the fifth-grade: 2) that students possess selfefficacy starting from an early age: 3) potential self-efficacy that can develop into dominant characters.

Research Methods
This research used the quantitative descriptive method to analyze the research data in the form of numbers, thus it can provide regular and clear descriptions of the conditions that can be used to draw meaning (Ananda & Fadhli, 2018: 28).This research was intended to explain the description of primary school

Research Instruments
To collect the data, the research

Data Analysis
The data were analyzed using descriptive statistics.Descriptive statistics expresses and interprets data through the parameters of mean, median, mode, and frequency distribution.This analysis was not used to find causality, but instead to describe the data that have been categorized, presented, and/or arranged into a diagram (Ananda & Fadhli, 2018: 28).

Student Results
The student questionnaires consisted of eight questions, five of which used Likert scale and three of which were closed questions.These questions were adjusted to the indicators of students' self-efficacy in the fifth-grade.Validation of questions 1-5 was assessed using the SPSS program and is presented in Table 1.Note: the questionnaires were answered by 108 students.
The aspects of numbers 1-5 obtained the correlation result that was higher than the standard r-table with the value of 0.16.All questions were above the value of 0.16, thus it was concluded that the questions used were valid.The aim of assessing standard deviation was to find the homogenous data.Based on the data table, every question had the standard deviation that was larger than 0. It indicated that the higher the standard deviation value, the higher the available diversity of samples.The data of selfabilities in students is presented in Table 2.
Table 2.The Aspects of Self-efficacy regarding self-abilities.Note: the questionnaires were answered by 108 students.
In the sixth question, namely choosing the preferred subject based on the students' ability, the students chose mathematics as the most preferred subject because they liked to count.Even though the difference in the number of students between science and language subjects was 10 students, their reasons for choosing those subjects were similar, since they thought that those subjects were easy to learn.
Meanwhile, the students who chose civic education considered the subject related to the condition of Indonesia and the surrounding environment.On the other hand, the students did not choose social studies because the subject had a lot of materials and it was not interesting for them.
The seventh question was related to the type of preferred readings.One of the selfefficacy factors was to decide actions to help students in developing their abilities.
Based on the results above, the students chose math readings as the most preferred reading.
The eighth question was related to the preferred students' activities.The students chose discussion as the preferred activity.
However, their interest in the activity of expressing opinions (aspect number 4) was still in the fair category.Based on the fourth and eight questions, it can be concluded that the students enjoyed the discussion activity, either in groups or individually, yet they were less courageous in expressing their opinions.

Teacher Results
The teacher questionnaires consisted of five questions related to child-friendly education and students' needs in selfefficacy.The questions were about 1) students' enthusiasm, 2) students' autonomy, 3) interest in learning, 4) childfriendly environment, and 5) students' guidance.In addition, questions 1-5 used a Likert scale of 1-3 (poor =1, fair = 2, and good = 3).The data of the teacher questionnaire could be seen in Table 4.

Fifth-grade
The characteristics of the fifth-grade primary school students were that they enjoyed learning and playing, and had a desire to start developing their talents.
Based on the research results, the fifth- [62] grade primary school students enjoyed the activities that involved peers, thus they could play with their friends.This was in line with Yusuf & Sugandhi (2011: 12) 3) in which self-efficacy had an effect to improve the students' creativity and confidence.The students were confident to determine their decisions that support their development.
According to the results, the characteristics of self-efficacy, that appeared in the students and that was in the high category, were interest in learning, autonomy, preference for group and social activities, preference for activities that support their abilities.
Meanwhile, the characteristics in the poor category included the courage to express opinions, confidence in their abilities, and realizing their competencies.

Urgency of Self-efficacy
Self-efficacy played a role in encouraging students in doing activities, especially in carrying out tasks and achieving goals.
The characteristics of the individual with high self-efficacy were confidence in determining the action when facing challenges, diligence and faith in the ability (Kusrieni, 2015: 108).On point 8, students chose the discussion activity as the most preferred activity.It indicated that the students already had the will and confidence to share their thoughts with friends.Through the discussion activity, the students could share information, and develop their interests.
The awareness to develop their abilities could be interpreted as the students' capacity to assess their ability.The students understood their needs and priorities that were important to them.Therefore, the students could carry out learning activities with responsibilities due to this awareness.
This result was in line with the research conducted by Yang & Ersanl (2015: 476) on junior high school students in which the students with high self-efficacy had more mature careers compared with other students with low self-efficacy.They could make choices that supported their career paths.They also worked more accurately than those who doubted their self-efficacy although they had the same abilities.
In addition, the students were active in carrying out activities independently (point 4) which indicated that they were confident in their ability to do the activity.
This result was supported by the fact that 78.4% of the teacher's stated that the students had autonomy in doing learning activity (point 2).Students' autonomy in learning grew confidence in their abilities, so they did not depend on others.In line with this finding, Schunk & Pajares (2002: 201) explained that the individual selfefficacy referred to confidence in the abilities to learn or to take action at a specific level.Self-efficacy was a key to [64] improving the evaluation of skills and abilities.Self-efficacy affected selected students learning strategies and students' steps in achieving their goals (Yusuf, 2011(Yusuf, : 2624)). Based

INTRODUCTION
~ Nowadays, individuals in the era of competitions use their critical thinking skills to find solutions.Characters are considered as the most influential basic in driving the individual.Character building and improvement of human resources can be achieved through education.Education is a place to develop an individual's interests and talent in developing skills and characters.reading for 15-year-old students every 3 years in 70 countries as the sample.In 2015, Indonesia was ranked 62, 63, and 64 from 70 countries in the competencies of science, math, and reading (OECD: 2015).Indonesia's rank was at the level two down (reproduction stage), in which students were not One of the factors causing Indonesia's low rank was the large number of students who dropped out of schools.Based on the statistical data of students in 2016/2017 instruments were a teacher questionnaire, a student questionnaire, and teacher interview.The questionnaires consisted of indicators of assessment of self-efficacy and the responses were calculated in the form of scores.Meanwhile, the interview as the secondary data was used to support the questionnaire data in describing the research data (Ananda & Fadhli, 2018: 28-31).The instruments on student and teacher questionnaires were developed based on indicators of self-efficacy proposed by Legowo, Yuwono, Rustam (2010).The student questionnaire rating scale used a Likert scale of 1-3 (poor =1, fair = 2, and good = 3) on 5 questions, and 3 questions were subjective answer choices.The teacher questionnaires rating scale also used a Likert scale of 1-3.The interview with the teachers was used to support the data from the questionnaires.
, which explained that in the development period in of children aged around 6 to 10 yearsoften called the primary school yearsone of the children's characters is that they enjoy playing.The activities with peers were favored by students.This was illustrated by the fact that the students mostly chose group activities (point 5) and discussion (point 8) as the most preferred activities.However, the courage to express opinions (point 4) was in the fair category.The results indicated that although group activities were interesting, fifth-grade students considered that expressing ideas was not easy.They enjoyed socializing with peers to tell about their daily life, hobbies, and anything in their environment.However, when they expressed their opinions and ideas about learning subjects, students were not brave enough.At that age, the students' mentality was developing and had a sense of comfort with the school environment and friends.It was proven by the result that 88.9% of the students enjoyed learning in schools (point 1).This was also supported by the teacher questionnaire revealing that 100% of the students had interest in learning in the school (point 3), and 71.4% of the students were enthusiastic in learning (point 1).This is in accordance with the research conducted by Az-zahra, Sarkadi, & Bachtiar (2018) on the primary school students in fifth-grade which showed that students possessed 34.1% ability skills, 12.6% social skills, 14.7% cooperative skills, and 38.5% moral values.The similarity between their research and this research was that the students had basic capabilities and awareness of values in the community.The difference lied on the students' interest in socializing.In this research, the students enjoyed the activities related to group activities with peers.However, the previous research showed that social and cooperative skills were in the poor category compared with other skills.The students' comfort in learning in the schools, socializing with peers, doing tasks, discussing, and carrying out activities independently were the characteristics of self-efficacy, that appeared in fifth-grade primary school students.At this stage, students had begun to understand selfaspect.According to Hergenhanh dan Olson (2013: 581), self-efficacy is selfconfidence that involves cognitive, social, and skills aspects that have to be organized in order to achieve goals.Based on the previous statement, the level of students' autonomy (point 2), confidence in self-competence (point 3), and courage to express opinions (point 4) of fifth-grade students in Seyegan Sub-district were still in the fair category.Students' awareness to recognize and to try improving their ability had emerged.In how to develop it.This research was in line withHirst & Tsai (2015: on the result of the questionnaires and previous research, self-efficacy had an important role in learning outcomes and activities.The students with high selfefficacy felt confident in learning, thus learning activities worked well, and it could support the students' learning outcomes.strengthen the potential self-efficacy in forming a strong character in themselves.The next finding was students' autonomy and confidence that had begun to grow.The students' confidence made them try their best according to their abilities.The students' confidence in their abilities made them stay away from negative behavior, e.g.cheating.This result was in line with the research conducted byKusrieni (2015: 111)    about the relationship between selfefficacy and cheating behavior in which the result revealed that students with high self-efficacy had low cheating behavior.The environment supported the reinforcement of students' character selfefficacy.Friendly schools provided comfort for the students in learning and developing their talents.Based on points 4 and 5 the students had strong confidence and belief in their abilities.The students often had strong confidence in facing challenging tasks when they worked with their friends.The students' adjustment was affected by their selfefficacy, hence it affected behavior in socializing (Park & Han, 2016: 67).[65]Child-friendly education provided facilities for students to develop their self-efficacy.In accordance with Sutirna (2013), childfriendly education is the process for students to be passionate, enthusiastic, joyful, comfortable, and reassured in learning in the classroom.Therefore, they could obtain knowledge well, follow the learning comfortably, and feel safe, thus the students' needs for self-efficacy were fulfilled.The fulfillment of needs for selfefficacy in the supportive environment indicated that child-friendly education could be applied as a place for developing self-efficacy.Self-efficacy in students truly needs to be developed.Moreover, self-efficacy is considered as a great potential for students.Self-efficacy drove the students' to move, aided them in determining the best decision for themselves, and supported them to be positive in facing the needs of the community.Self-efficacy became a potential character needed by the students to support them to struggle and compete with other individuals in the world.Self-efficacy helped the students to complete tasks and achieve goals.Therefore, students obtained learning outcomes by developing their selfefficacy.The growth of students' selfefficacy was influenced by the social environment.The needs of students towards a sense of comfort could give confidence.Self-efficacy could be grown at an early age by applying child-friendly education in which it could provide a sense of comfort in learning.Teachers should be able to fulfil the students' needs to enhance self-efficacy.With selfcourage to express an opinion, and group activities.These indicators appeared in accordance with the characteristics of being in cognitive development and being fond of playing.Students were able to understand their abilities and make decisions according to their needs.Self-efficacy helped students to obtain learning outcomes through the development of their self-efficacy.The growth in students' self-efficacy was influenced by social environments.The needs of students towards a sense of comfort could give confidence.The following recommendation for further research can be observed from several weaknesses of this research.In terms of samples, the sample size is limited to one sub-district.Therefore, further research can apply a larger sample.In terms of research methods, this is descriptive research in which the results are the description of a condition.Further research can observe about the effect or relationship of selfefficacy and other variables.Legowo, V.A., Yuwono.S., & Rustam, A. (2010).Correlation between selfefficacy and perception of leadership transformational style with job participation on the employess.Jurnal Psikohumanika, vol 3, 26-40.Masino, S., & Niño-zarazúa, M. (2015sekolah dasar, daerah istimewa yogyakarta (DIY).Dinamika Pendidikan, (20), 1-15.

Table 3 .
The Aspects of Self-efficacy regarding Interest Awareness.
On the point of comfort in learning, students expressed that they really enjoyed learning activity in schools.Moreover, some activities in schools were

Table 4 .
The Result of Teacher Questionnaire.