ANALYSIS OF THE DISTANCE LEARNING SUCCESS SUPPORT PROGRAM (LPKBJJ) AND STUDENT SELF-EFFICACY AT UNIVERSITAS TERBUKA

Abstract

The Distance Learning Success Support Program (LPKBJJ) plays a crucial role in introducing distance learning to new students at Universitas Terbuka. LPKBJJ includes several activities such as the New Student Orientation (OSMB), which introduces the distance learning system emphasizing self-directed learning; the Distance Learning Skills Training (PKBJJ), which equips students with effective learning skills within the distance higher education system (PTJJ); the Task Workshop (WT), an academic assistance service aimed at helping students complete their assignments successfully; and the Exam Clinic (KU), designed to improve students’ readiness and confidence in navigating distance learning and various exam formats such as face-to-face exams (UTM), online course exams (UO-MK), and Take Home Exams (THE). As an open distance education institution in the digital era, Universitas Terbuka (UT) is undergoing a transformation in line with the advancement of learning technologies, significant changes, and shifts in learning paradigms with the adoption of online learning. Factors like mobility, access to digital resources, and the need for flexibility have driven UT to innovate its services to meet students' evolving needs. The LPKBJJ program plays a significant role in supporting students' self-efficacy, which includes their confidence, self-actualization, intelligence, and ability to succeed in the PTJJ system and achieve optimal learning outcomes.Several factors can negatively impact students' self-efficacy, such as a lack of direct interaction, difficulties in self-motivation, and technical challenges associated with online learning. These issues can affect students' ability to remain in their study programs. This research aims to explore and describe the LPKBJJ program for students at Universitas Terbuka Makassar and strategies to enhance students' ability to overcome obstacles in online distance learning by improving their self-efficacy.The research used descriptive non-parametric quantitative statistics. The population consisted of 98 new students from various study programs across Pinrang Regency, Enrekang Regency, Sidrap Regency, and Parepare City, all registered at UT Makassar for the 2024.1 registration period. The sample used in the study was the same as the population. Data were collected through PKBJJ forms, questionnaires, documentation, and interviews. The resulting data were primary data from the analysis of distance learning skills training and its impact on the self-efficacy of new students.The increase in the gross participation rate of new students requires the LPKBJJ program to maintain students' self-efficacy, encouraging them to actively engage in the learning environment independently. The findings show that the students' cognitive knowledge of distance learning and self-efficacy, measured as their confidence in following distance learning, had an average score of 62.5%, falling into the moderate category. The affective self-efficacy, based on the acceptance of the distance learning system and students’ self-motivation, averaged 60.5%, also in the moderate category. Finally, the psychomotor self-efficacy, based on students’ skills in using online learning applications, averaged 60.5%, categorized as moderate. The LPKBJJ program fosters students' confidence in their ability to engage in distance learning by utilizing technology independently and motivates them to achieve success in completing their study programs. Independent learning is a key characteristic of PTJJ students. This research will continue in the following year to examine student retention in the second and third semesters.