PA GE 20
67 IPRC 2022/BOR B- Student’s Life 02
The Effect of Online Learning Readiness on Academic Reading and Writing Self- Efficacy of Undergraduate Students in Indonesia: Supervisor Support as A
Moderator Variable
Setiawati Intan Savitri1, Ivan Muhammad Agung2, Banu Witono3
[email protected]1, [email protected]2, [email protected]3
Universitas Mercu Buana1, UIN Sultan Syarif Kasim2, Universitas Muhammadiyah Surakarta3 Indonesia
ABSTRACT
Writing an undergraduate thesis requires self-efficacy in academic reading and writing. In the Covid- 19 pandemic situation, learning in higher education have significant changing, from offline to online.
This changes force students to be ready to learn online and have full support from their supervisors to accomplish their undergraduate thesis. See the support of the supervisor as a moderator variable on the relationship between online learning readiness and academic reading and writing self-efficacy in completing undergraduate thesis. Quantitative research methods, moderator analysis and accidental sampling techniques were used. Participants were final semester students (N=308, Male = 78, Female=230) who were finishing undergraduate thesis on higher education (M-age = 22.6, SD=2.8).
We’re using Online Learning Readiness Scale (OLRS) developed by Hung, Self-efficacy of Reading and Writing Scale develop by Prat-Sala and Redford, Teacher Support Scale, develop by Metheny.
Lecturer support moderated the significant positive effect of online learning readiness on academic reading-writing self-efficacy in students who were completing their undergraduate thesis or final project. The higher the support from the lecturer, the higher the influence of online learning readiness on academic reading-writing self-efficacy in this case writing an undergraduate thesis. Results expected to be reference for supervisor on higher education, undergraduate students and also faculty and head of study program of higher education to enhance the relationship of online learning readiness and academic reading and writing self-efficacy. This result highlights the need of moderating variable, which is supervisor support.
Keywords: online learning readiness, self-efficacy of reading-writing, lecturer support moderating analysis
