ANXIETY AMONG TEACHER PROFESSIONAL EDUCATION STUDENTS DURING TEACHING PRACTICE: THE EFFECTIVENESS OF A SELF-EFFICACY-BASED SYSTEMATIC DESENSITIZATION TECHNIQUE

Dahlia Novarianing Asri, Bambang Eko Hari Cahyono, Endang Sri Maruti

Abstract


Purpose – This study aims to determine: (1) the effect of applying the systematic desensitization technique on student anxiety during teaching practice, (2) the effect of self-efficacy on student anxiety during teaching practice, and (3) the interaction effect between the application of the systematic desensitization technique and self-efficacy on student anxiety during teaching practice.

Methodology – This study employs a quasi-experimental design. The independent variable is the systematic desensitization technique. The moderating variable is self-efficacy, while the dependent variable is student anxiety regarding teaching practice. The population consisted of 208 Teacher Professional Education students at Universitas PGRI Madiun who were undergoing teaching practice. A sample of 120 students was obtained using the disproportional random sampling technique. The instruments used were the Teacher Sense of Efficacy Scale (TSES) and an anxiety scale. Data analysis included descriptive analysis, prerequisite testing, and inferential data analysis using one-way ANOVA.

Findings – The research results indicate that there is a significant difference in teaching practice anxiety levels between students who received the systematic desensitization technique treatment and those who did not; there is a significant difference in anxiety levels between students with high self-efficacy and those with low self-efficacy; and there is an interaction effect between the systematic desensitization technique and self-efficacy on the anxiety levels of Teacher Professional Education students during teaching practice.

Contribution – This study contributes to the development of an intervention that integrates gradual anxiety reduction with the strengthening of students' belief in their teaching abilities, thereby offering an alternative psychological support strategy to enhance the readiness and self-confidence of teacher professional education students as they face teaching practicums.

Keywords


Anxiety; Teaching practice; Systematic desensitization technique; Self-efficacy

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References


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DOI: https://doi.org/10.36987/jes.v13i5.9898

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