The Relationship between Self-efficacy and Learning Environment with Students ' Self-directed Learning

The lack of self-directed learning of students shown by students is one problem associated with self-efficacy and the learning environment. The purpose of the research is to reveal the relationship between self-efficacy and the learning environment, and self-directed learning. This study uses the correlational method and data collected from a sample of 198 students, which were found using proportional random sampling techniques. Data were collected using a self efficacy scale (24 valid items = 0.851), a learning environment scale (32 valid items = 0.830), and a self-directed learning scale (64 valid items = 0.936). Data were then analyzed using multiple regression. The results showed the correlation coefficient r = 0.535 and p = 0.00 (p> 0.05), which showed that there was a positive and significant relationship between self-efficacy and the learning environment together with selfdirected learning. So it can be explained that the higher the selfefficacy and learning environment, the higher the student's selfdirected learning.


Introduction
Facing the challenges of the Industrial Revolution 4.0 era, education is needed that can form creative, innovative, and competitive individuals (Lase, 2019). Students must know how they learn every day, how they can adapt to the changing era that is so fast, and how students can take initiative independently when they miss opportunities. Related to this, Self-directed learning (SDL) prepares students to become active students who can survive the changes in the new world in the Industrial's era Revolution 4.0 (Gibbons, 2003).
Self -directed learning or independent study is an effort of individuals whose autonomy to achieve competency academically. Knowles (in Esham & Abdul, 2010) suggests that self-directed learning is a " Process in which learners take the initiative, with or without the help of others, in identifying their learning needs, 38 JAIPTEKIN | Jurnal Aplikasi IPTEK Indonesia ISSN Print: 2548-348X -ISSN Online: 2548 (The Relationship between Self-efficacy and Learning Environment with Students' Self-directed Learning) planning learning goals, choosing to learn resources, using suitable learning strategies, and assessing learning outcomes ". This means that is self-directed learning is a process where students take the initiative, with or without the help of others, identifying the need to learn them, to a plan the purpose of learning, choosing a source of learning, using strategies learned that right, and assessing the results of learning.
Self-directed learning is a requirement an absolute for students to achieve the results were satisfactory, things have to be understand as activities to learn the responsibilities responsibility of the student's own. Managing learning in the classroom is important, and this is also very meaningful for teachers to assist student development in the process of independent learning (Suknaisith, 2014). Self-directed learning is considerate as learning in which students learn self-them, meaning that students who determine the needs and objectives of learning, experience, and resources to learn the support, and students who test themselves their own.
Research conducted by Agustin, AW, & Sri Rahayu (2018) illustrates the low self-directed learning of students. It can saw from students not on time in completing assignments given by the teacher, some students claimed not to take notes, some students did assignments while lying on the table, and some seemed passive when the learning process took place.
The results of research on Malaysian and Turkish students related to low self-directed learning found that respondents were in the average and below-average categories, very few respondents were in the aboveaverage category, in the study it is to be explained that this could be respondents identifying as not being very independent (Ahmad, Ozturk, Åmli, Baharum, & Majid, 2019) .
Problems that occur at the top, not without reason, respect the self-directed learning in students being influenced by several factors. According to Basri (1996) that the factors that influence self-directed learning in students come from inside and outside the student's self. Factors that come from inside ourselves the students, which is a factor of psychic, include self-efficacy, motivation to learn, attitudes, interests, and habits of learning. Factors that come from outside the self student, that factor environmental, socio-economic, teachers, methods of teaching, the curriculum, the eyes of subjects, and the means of infrastructure.
Self -efficacy has an influence significant to the activity of learning. In the activity of learning, selfefficacy associated with the belief the student will be its ability to perform tasks, organize activities to learn their own, and live with the hope of academics of their own and others (Baron & Byrne, 2004). Then, selfefficacy is high is essential to achieve the successful task, the duties of the school, exercise physical, health, action politics, and avoid behavior violation (Baron & Byrne, 2004).
Factors environment is a factor that is very important in helping students grow and thrive. An environment that is mean is the environment of learning, in which the environment of learning are all things that surround students when doing activities to learn, and that has a meaning and effect of certain of the individual (Hamalik, 2003). I back explanations up by the results of research Jumanto (2014), which shows the influence of the positive and significant between the environmental study of the independence of learning. This can see from the results of the multiple linear regression analysis (t-test) it is known that t arithmetic > t table, which is 5.654> 1.979 and significance a <0.05 ie 0.000 so of relative contributions of 73.4% and effective contributions of 25.1 %.
The aim of this research is: to describe students 'self-efficacy, to describe students' learning environments, to describe students 'self-directed learning, to examine the relationship between self-efficacy and students' self-directed learning, to examine the relationship between learning environments with selfdirected student learning.

Method
This study uses the correlational method and data collected from a sample of 198 students, which were found using proportional random sampling techniques. The instruments used for this study were self efficacy scale (26 valid items = 0.851), learning environment scale (32 valid items = 0.830), and self directed learning scale (64 valid items = 0.936). Data were analyzed using descriptive statistics, simple regression, and multiple regression. Data were analyzed using SPSS version 20.0.

Results and Discussion Results
The relationship between Self Efficacy and Learning Environment with Self-Directed Learning, both partially and simultaneously, it found to be significant and positive.
The results of the regression coefficient between self-efficacy and the learning environment, together, and self-directed learning are summarized in Figure 1. Figure 1. Relationship between X 1 and X 2 with Y Figure 1 above can be an interpretation that there is a positive and significant relationship between selfefficacy and self-directed learning and contributing 23.1%, there is a positive and significant relationship between the learning environment with self-directed learning and contributing 18.2%, and there is a positive and significant relationship between self-efficacy and the learning environment together with self-directed learning and contributes 28.6%.
Based on the explanation, it can give the meaning that the level of self-directed learning is determined by the level of each variable of self-efficacy and the learning environment. Thus to improve self-directed learning students need self-efficacy and a good learning environment.

Self Efficacy
Overall, respondents' self-efficacy was in the high category with a percentage of 58.08%. This means that students' self-efficacy can say to be good. We can see this in more detail from the results of data analysis in each aspect, including the aspect level has an average score percentage in the medium category of 67.3%; the strength aspect has an average percentage score in the high category of 75.1%; the generality aspect has an average percentage score in the high category of 72.5%. Based on the above findings we can conclude it that the aspect of self-efficacy has the highest percentage compared to other aspects, namely the aspect of strength. Bandura (in Zimmerman, 2000) defines self-efficacy as a personal assessment of the ability of the self to regulate and carry out actions in achieving the goals set, and see individual efforts through three aspects, including; level, generality, and strength.

Learning Environment
Overall conditions of the learning environment of students in SMP N 1 Enam Lingkung are in the good category equal to 71.72%. The results showed that the conditions of the student learning environment are good. This can see from the results of data analysis of each aspect, including aspects of collaborative learning are in the good category equal to 77.2%, the learning aspect fly is in the good category equal to 61.9%, and aspects of communication and interaction in the good category equal to 81.1%. Jamaiah (2008) also explained that the educational climate, in this case, is that the learning environment influences student achievement, satisfaction, and success in learning. It is important to get feedback from students regarding the student learning environment so that the information got will provide a useful basis for strategic planning and resource utilization. A positive learning environment must be ISSN Print: 2548-348X - ISSN Online: 2548-3498 (The Relationship between Self-efficacy and Learning Environment with Students' Self-directed Learning) maintenance and maintaining. In a supportive learning environment, it also asks teachers are also to encourage students to be independent in learning, introduce critical thinking, introduce students 'freedom to explore students' abilities especially in learning and teach students to accept differences between students in solving problems.

Self-Directed Learning
The results of the study showed that self-directed learning students high dominant. We can see this from the acquisition of the percentage of each aspect, where the highest aspect is the Processes with a percentage of 74, 8%. The personal attribute aspect with a percentage of 72.9%, and the learning context aspect with a percentage of 69.9%. This means that students have a high learning process but the learning context of students still needs to be improve.
Based on some previous scientific studies, the main characteristics possessed by students who have high self-directed learning are independent individuals, can apply the knowledge gained in daily life, are responsible for the quality and experience of their learning (Vaivada, nd). Besides, Chiang (in Malison & Thammakoranonta, 2018) explained that self-directed learning can lead to lifelong learning which is one of the important characteristics needed by every country.
Self-directed learning is highly valued in the development of industries (McCartney et al., 2016) where professionals are expertly to be independent in their work. Therefore, students need to develop and improve their self-directed learning (McCartney et al., 2016).

Relationship of Self Efficacy with Self-Directed Learning
The results showed that there was a positive and significant relationship between self-efficacy and selfdirected learning. The direction of positive self-efficacy and self-directed learning relationships means that the higher the student's self-efficacy, the higher the student's self-directed learning. Conversely, the lower the student's self-efficacy, the lower the student's self-directed learning. This finding also explains that self-efficacy contributes to other variables that also influence self-directed learning to explain self-directed learning by 23.1%,.
The results of Basereh & Pishkar (2016) research found that there was a positive and significant relationship between self-efficacy and self-directed learning among advanced EFL students. Lema & Agrusa (2008) found that the self-efficacy of the hospitality industry students supported the researcher's hypothesis that self-efficacy could significantly predict students' self-directed learning. Previously, Bandura (1994) mentioned that self-efficacy is a process that starts individuals in controlling learning. Meanwhile, the same thing was also express by Brokett & Hiemstra (1991) that self-efficacy is readiness to improve students' selfdirected learning. Understanding self-efficacy as a significant predictor of self-directed learning can help schools to provide efficient and effective training for students.

Relationship of Learning Environment with Self-Directed Learning
The results of the analysis prove that there is a positive and significant relationship between the learning environment with self-directed learning. The learning environment contributed other variables that also influence self-directed learning can explain to an increase in self-directed learning by 18.2% and another 81.8%.
McFarland (2012) emphasizes that a positive learning environment is when students feel that they are support and valued in whatever students do so that learning can be mastery easily. Also, all students with exceptional personal challenges can study very well if students get full support and motivation. This emphasizes that creating a positive learning environment can stimulate student learning, and this applies to the development of student self-directed learning.
The learning environment influences the way individuals think and live (Pusawiro, 2011). From these statements, we can interpret it that the learning environment is an important component in the success of individuals both in daily life and the success of students in learning. That way, to improve self-directed learning students need to improve the learning environment to be better.

The Relationship of Self Efficacy and Learning Environment with Self-Directed Learning
The results showed that there was a positive and significant relationship between self-efficacy and the learning environment together with students' self-directed learning. Based on the results of the study the higher the self-efficacy and learning environment, the higher the student's self-directed learning, and vice versa the lower the self-efficacy and learning environment, the lower the student's self-directed learning. Also, the findings of this study explained that self-efficacy and the learning environment together contributed 28.6% to self-directed learning, and 71.4other variables can explain% more improvement in self-directed learning.
Saeid & Eslaminejad (2017) research results show that self-directed learning is significantly related to selfefficacy and achievement motivation. Self-efficacy can improve efficiency and achievement motivation so they can understand how to use strategies in learning. Tarmidi & Rambe (2010) states that external factors influence the level of students' self-directed learning. Meanwhile, the learning environment is one of the external factors that influence self-directed learning, so we can say it that the learning environment also has an important role to improve students' self-directed learning. Leatemia, Susilo, & Berkel (in Ramli, Muljono, & Afendi, 2018) explained that the academic environment and academic atmosphere influence the level of students' self-directed learning. This means that a good learning environment characterized by students can implement collaborative learning, can learn flexibly which means students can learn anywhere and with any situation, then communication and interaction between fellow students, teachers, and learning materials can be achieve well then it can help students improve student self-directed learning.

Conclusion
Based on the results and discussionof this research, the following conclusions can be put forward: 1. Overall students' self-efficacy in SMP N 1 Enam Lingkung is in the high category with a percentage of 58.08%. 2. Overall conditions of the learning environment of students in SMP N 1 Enam Lingkung are in the good category that is equal to 71.72%. 3. Overall self-directed learning students in SMP N 1 Enam Lingkung are in the high category with a percentage of 65.15%. 4. The results of the study indicate that there is a positive and significant relationship between selfefficacy and self-directed learning. Self-efficacy contributed to self-directed learning by 23.1%, and there was a positive and significant relationship between self-efficacy and self-directed learning. 5. The results of the analysis prove that there is a positive and significant relationship between the learning environment with self-directed learning. The learning environment contributed to an increase in self-directed learning by 18.2%, and there was a positive and significant relationship between the learning environment and self-directed learning.
Self-efficacy and the learning environment together contribute 28.6% to self-directed learning, and there is a positive and significant relationship between self-efficacy and the learning environment with selfdirected learning.