Profil Kepercayaan Diri Berbicara Siswa SMK Program Keahlian Teknik: Kajian Diagnostik Awal
DOI:
https://doi.org/10.58344/locus.v5i8.6169Keywords:
Kepercayaan Diri Berbicara, Siswa SMK, Kajian Diagnostik, Self-Efficacy, Komunikasi LisanAbstract
Kemampuan berbicara yang didukung oleh kepercayaan diri merupakan kompetensi penting yang harus dimiliki siswa Sekolah Menengah Kejuruan (SMK), khususnya pada program keahlian teknik, karena berkaitan dengan kesiapan menghadapi dunia kerja. Namun, sebagian siswa masih mengalami hambatan psikologis ketika menyampaikan gagasan atau menjelaskan prosedur teknis di depan kelas. Penelitian ini bertujuan untuk memetakan profil kepercayaan diri berbicara siswa SMK program keahlian teknik sebagai kajian diagnostik awal yang menjadi dasar dalam perancangan intervensi pembelajaran. Penelitian menggunakan pendekatan deskriptif kualitatif dengan dukungan statistik deskriptif. Subjek penelitian terdiri atas 25 siswa kelas XI Program Keahlian Teknik Sepeda Motor SMKN 1 Terisi Kabupaten Indramayu. Data dikumpulkan melalui angket kepercayaan diri berbicara yang mengukur dua dimensi, yaitu keyakinan terhadap kemampuan diri dan ketahanan terhadap kesalahan, serta wawancara terhadap delapan siswa yang dipilih secara purposive berdasarkan hasil angket. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data wawancara dianalisis secara tematik. Hasil penelitian menunjukkan bahwa rata-rata kepercayaan diri berbicara siswa berada pada kategori percaya diri dengan nilai konversi sebesar 66,6. Sebanyak 44% siswa berada pada kategori percaya diri, 24% sangat percaya diri, dan 32% kurang percaya diri. Dimensi ketahanan terhadap kesalahan memiliki skor lebih rendah dibandingkan keyakinan terhadap kemampuan diri. Wawancara mengungkap bahwa ketergantungan pada catatan, tekanan sosial dari teman sebaya, kecenderungan menghindari kesempatan berbicara, serta kesenjangan antara penguasaan materi dan keberanian menyampaikan menjadi faktor utama rendahnya kepercayaan diri berbicara. Penelitian ini menyimpulkan bahwa pemetaan diagnostik mampu mengidentifikasi aspek-aspek prioritas yang perlu menjadi fokus dalam penyusunan pembelajaran yang mendukung peningkatan kepercayaan diri berbicara siswa.
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