Systematic Literature Review: Science Self-Efficacy in Science Learning Tinjauan

Learning success is often represented by numbers that indicate the extent to which students can achieve educational goals. However, basically, the success is determined by how much effort and their self-efficacy in learning. Therefore, the purpose of this study is to describe students' self-efficacy in learning and teachers' self-efficacy in teaching science. To obtain more comprehensive data and explanations, the Systematic Literature Review method was used in this study. This method is used to analyze 168 articles indexed by Google Scholar. In general, the stages of this research include planning, conducting, and reporting. The research was conducted by referring to three research questions, namely (1) How is the student's self-efficacy in learning science?, (2) How is the teacher's self-efficacy in teaching science, and (3) how is the relationship between self-efficacy and other variables. The results obtained indicate that Science Self-efficacy in students can be raised by familiarizing students to obtain success in learning science while in teachers it is raised through teaching practicum training. This research is expected to provide an overview for researchers and teachers to develop self-efficacy in science learning.


Introduction
Learning is an integral part of every level of education. From these learning outcomes, students are expected to be at least able to master the content of learning such as mathematics, science and social studies. Therefore, researchers in education carry out various innovations in terms of internal factors (motivation, attitudes, self-efficacy, etc.) and external factors (learning media, environment, learning facilities, etc.) 1 . The designed learning is carried out oriented to student activities with an emphasis on science skills 2 . Students are expected to elaborate the information obtained in class with events related to science encountered in everyday life. In addition, argumentation skills are also essential because they have great potential for students' communication skills. For example, through discussion, the reconstruction of students' knowledge will occur from scientific conceptions 3 Student can practice solving problem in the real world Through science learning and provide an overview of future job prospects 4 . When students enter the world of work, science learning indirectly gives them moral values such as responsibility, being democratic and caring for others. However, what needs to be concentrated on is the student's attitude towards science learning itself; if students have a positive attitude towards science learning, it will lead to motivation and good results in learning 5 .
Students' motivation and abilities significantly contribute to their learning success 6 . Science lessons focus not only on understanding the material but also on the formation of student attitudes 7 . When student learning has shown good social interaction, they will work together and have independence in learning 8 . the high interest of students in science learning which was shown through several attitudes, namely curiosity, being open to new knowledge and having a career picture by pursuing science 9 . However, not all students have positive perceptions and attitudes about science. Therefore, teachers can overcome this assumption by providing different packaging when teaching science 10 . If students have a positive attitude towards science, it will affect their confidence in learning, which is called selfefficacy in this study. Self-efficacy refers to self-confidence in doing something. If someone has faith before doing something, they will get good results. Students can develop their self-efficacy by comparing one's work with the results of the work they do 11 . Self-Efficacy is not related to the skills possessed but is related to the individual's belief in the skills possessed. So, efficacy is not a measure of student success in learning, although the two things are interrelated. 12 . Because research also shows that self-efficacy has a relationship with student achievement 13 .
Self-efficacy is not only owned by students but also by teachers. And also, not different by gender 14 . This is valuable to study because Self-efficacy is one of the determinants of success in learning. Student self-efficacy can be trained through learning models, while teacher self-efficacy is trained through training 15 . In order to obtain complete and comprehensive information and data, the researcher intends to study more deeply about Self-efficacy by using the Systematic Literature Review method.  , 2020, 16, no. 8 (2020): 1-11. Oktober-2021, Vol.9, No.2, hal.13-34 Systematic Literature Review (SLR) is a literature review method used to systematically identify journals and articles 16 . This method uses three general stages, namely planning, conducting, and reporting. 17 discusses Self Efficacy using the SLR method, which reveals the relationship between Selfefficacy (SE) and Adversity Quotient (AQ) in learning mathematics. 18 also discusses self-efficacy using the SLR method; the results discuss the factors influencing students' self-efficacy in learning mathematics. The two previous studies that discussed self-efficacy were only student oriented. Therefore, the novelty from this SLR study discusses self-efficacy in science learning, which includes teachers and students. This research is expected to provide information and reference to improve teachers and students' self-efficacy.

Method
Systematic Literature Review (SLR) is used in this study to examine, evaluate and interpret research related to Self Efficacy in Science Learning. With this method, the researcher conducts a systematic review of journal articles by following the steps set out by 19 , which is planning, conducting, and reporting in Figure  The planning or planning stage is the initial stage in conducting SLR research, namely determining the research object and more specific research questions 20 . Furthermore, after determining the object of research in the form of Self-Efficacy in science learning, a conducting process or implementation of the SLR is carried out, namely searching for articles using predetermined keywords. Furthermore, at the reporting stage, the researcher writes down each article's results that are adequate to be used as a report. Kartimi, dkk /Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, Oktober-2021, Vol.9, No.2, hal.13-34

1). Research Question
The purpose of this article is to provide a complete picture related to Self-Efficacy in science learning. Therefore, to make this review more effective, research questions are made that can help this paper: RQ 1. How is the students' self-efficacy in learning science? RQ 2. How is the Self-Efficacy of teachers/prospective teachers in teaching science? RQ 3. How is Self-Efficacy related to other variables? 2). Search Process This process is the stage where articles related to the research question are searched. The keywords used are "Student's Self Efficacy towards Science", "Relationship between science self-efficacy", and "Teacher's Self Efficacy in Teaching Science". The databases used in this study are Google Scholar, Elsevier, Education Resource Information Centre (ERIC), and Tandfonline.

This database was chosen because of its good reputation 3). Inclusion and Exclusion Criteria
This stage is the determination of the criteria for the article to be used. The criteria are: (C1). The articles obtained have a publication year ranging from 2014 -2021, (C2). Sourced from a predetermined database, (C3). The data used are only journal papers related to Self-Efficacy in science learning.
Based on the described procedure, 168 articles were found. Of the articles, only 7 met the first research question (RQ1), 10 met RQ2 and 8 met RQ3. The remaining articles were not continued for analysis because they did not meet or could not answer the research questions. Illustration of article selection can be seen in Figure   Identification results based on the title of the article discussing Science self-efficacy (n = 51) Articles after inclusion and exclusion criteria (n = 25)

RQ 1 (n = 7)
RQ 3 (n = 8) RQ 2 (n = 10) 18 Kartimi, dkk /Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, Oktober-2021, Vol.9, No.2, hal.13-34 2. Research Object Self Efficacy in science learning is the main topic in this research. The topic was chosen because Self-efficacy is an attitude possessed by students and teachers and can affect many other variables related to learning. Therefore, Self Efficacy can be broadly identified, starting from the amount of self-efficacy in a person, its source, its effect on other variables and how to improve it. 1. This study examines classroom interaction in the context of a broader career theory of Self-efficacy in learning Physics and the development of interest in Physics 2. Students with a high interest in physics will develop high self-efficacy in physics 3. The success or failure of the completed task, as well as the encouragement or emotion experienced during the task, will form students' self-efficacy 1. This study compares the Science Selfefficacy of students attending public schools and private schools 2. There is no difference in the category between the Science Self-efficacy of public school students and private schools; both are in the medium category 3. The level of student self-efficacy in both schools is influenced by the implementation and learning approach used by the teacher 4. Science Self-efficacy of students in both types of schools does not affect student learning achievement 5. Science Self-efficacy of students is not the only factor that influences or is used as a prediction in obtaining science scores 3 Self-Efficacy and Motivation: Improving Biology Learning Outcomes Of Senior High School Students 1. This study analyzes the relationship between three variables, namely Selfefficacy, learning motivation and Biology learning outcomes 2. There is a relationship between selfefficacy on student learning motivation Oktober-2021, Vol.9, No.2, hal.13-34 No Title Results (Fahmie Firmansyah , Ratna Komala, Rusdi -2018) 3. There is a direct relationship between students' learning motivation and Biology learning outcomes 4. There is a direct relationship between Self-Efficacy and Biology learning outcomes 4 "I'm just not that great at science": Science self-efficacy in arts and communication students 1. This study analyzes three variables, namely Science Self-efficacy, connection to science and student anxiety about learning science 2. There is an increase in students' Science Self-efficacy and connection to science, although there is no change in their anxiety about learning science 3. The research was conducted at international schools, which consisted of various nationalities; there was an increase in Science Self-efficacy in minority students to compete with their other classmates. 4. Students' self-efficacy cannot be used to predict their learning outcomes. However, there is an increase in their confidence in using science in everyday life.

Result and Discussion
5 Reducing the gender gap in students' physics self-efficacy in a team-and projectbased introductory physics class (Tobias Espinosa, Kelly Miller, Ives Araujo, Eric Mazur-2019) 1. This study aims to analyze the effect of active physics learning on students' selfefficacy 2. After being taught using project-based learning, female students' self-efficacy increased so that they were equal to the self-efficacy level of male students. 3. This finding is essential considering the assumption that in physics lessons, the Science Self-efficacy of male students is always higher than female students.
6 Analysis Of Physics Problem Solving In The Perspective Of Self Efficacy and Adversity Quotient (Napis-2018) 1. This study aims to analyze the impact of Science Self-efficacy and Adversity Quotient on solving Physics problems 2. There is a direct positive influence of Science Self-efficacy on Physics problem solving, 3. There is an influence of adversity quotient on solving Physics problems, 4. There is an influence of Self-efficacy (self-efficacy) on the adversity quotient, Oktober-2021, Vol.9, No.2, hal.13-34 No Title Results 5. There is an indirect effect of Science Selfefficacy on solving Physics problems through the adversity quotient.
7 Students' self-efficacy for science in different school systems (Bat -Shahar Dorfman, David Fortus -2018) 1. The study was conducted on three different school systems, traditional, democratic and Waldorf. 2. In each type of school, students have low Science Self-efficacy because they think science is a complex subject. 3. There is a decrease in Science Selfefficacy when entering grade 7, which is caused by the environment, teacher and student comparison group. 1. There is a relationship between teacher selfefficacy and the implementation of the five phases in inquiry learning 2. Teachers are also more confident in teaching science through teacher-centred inquiry rather than student-centred inquiry. 3. The teacher's background in terms of content knowledge, pedagogical knowledge, and experience are variables that affect teacher self-efficacy 9 1. This study aims to develop an instrument used to measure teacher self-efficacy when teaching science that is combined with other disciplines 2. The resulting instrument is following the specific context of Self-efficacy 1. This study shows a relationship between the conception of memorization and understanding of Biology learning. 2. Students in clusters 1 and 2 see Biology learning as understanding or a mixture of understanding and memorization. In the third cluster, students saw biology learning only as memorization, while in the fourth cluster, they did not agree with the conception of memorization or understanding of biology learning. 3. Students in clusters 1 and 2 have high selfefficacy compared to students in clusters 3 and 4 4. Each cluster of students who have majors related to Biology indeed considers Biology as continuous memorization accompanied by understanding 2 The Impact of a Professional development model on middle school science teachers' efficacy and implementation of Inquiry.
(Christine Lotter-Whitney Smiley -Stephen Thompson-1. Professional development programs provide opportunities for teachers to learn science content and inquiry-based learning skills: self-efficacy gains and the expected learning outcomes decrease when the teacher completes the program. 2. Teacher professional development programs can improve the quality of inquiry learning if teachers are given time to practice inquiry skills. 24 Kartimi, dkk /Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, Oktober-2021, Vol.9, No.2, hal.13-34 No Title Results Tammie Dickenson-2016)

A safe learning environment in schools can increase teacher self-efficacy. 3
How an-inquiry based classroom lesson intervenes in science efficacy, careerorientation and selfdetermination (S. Schmid-F.X Bogner-2017) 1. The SMQ II subscale is a suitable instrument for measuring self-efficacy, selfdetermination and career motivation because it has good validity and reliability. 2. Only self-determination can be affected by the application of guided inquiry learning. 3. Only self-efficacy and career motivation have a reciprocal relationship 4. Only self-efficacy and career motivation have a relationship with student achievement. So students who have low achievement will have low self-efficacy and career motivation 5. Similar to student achievement, self-efficacy and career motivation have a relationship with students' science learning outcomes, but not with non-science learning outcomes 4 Investigating the interrelationships among conception of, approaches to, and self-efficacy in learning science (Lanqin Zheng, Yan Dong, Rong Huai, Chun Yen Chang and Kausahal-2018) 1. Students' low conceptions of learning correlate to students' shallow approaches, and high learning conceptions relate to students' inner approaches. Self-efficacy is divided into two levels, namely high and low, and the internal approach used by students can influence both.

A deep understanding of elementary
students' perceptions of science learning can provide additional insight to improve teachers' pedagogic practices 5 The Effects of Student's Attitudes and Self-Efficacy on Science Achievement (Adiyo Roebiyanto-2020) 1. This study analyses student achievement in learning science, which is predicted by using self-efficacy, student attitudes towards science, school and teaching 2. The results found that students' attitudes and self-efficacy have a significant direct role in determining student achievement in learning science. To be more specific, attitudes towards science have the most significant impact, above self-efficacy 6 Self-Efficacy Relationship on Science Achievement amongst National Secondary School Students 1. This study examines the level of Science Self-efficacy and academic achievement and the difference in the level of Science Selfefficacy between male and female students. It identifies the relationship between 25 Kartimi, dkk /Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, Oktober-2021, Vol.9, No.2, hal.13-34 No Title Results (Nor Liyana Jamil, Siti Nur Diyana Mahmud-2019) students' science self-efficacy and their academic ability. 2. The level of students' Science Self-efficacy is in the medium category 3. There is a significant difference between the Science Self-efficacy of male and female students even though their learning outcomes are relatively the same 7 Examining the mediating effect of science self-efficacy on the relationship between metavariables and science achievement (Zubeyde Demet Kirbuluta and Esen Uzuntiryaki-Kondakci-2019) 1. The purpose of this study was to examine the relationship between metavariables (meta conceptual awareness, meta conceptual regulation, affective awareness, and affective regulation) and scientific achievement through the mediating role of self-efficacy.

Science
Self-efficacy mediates the relationship between meta conceptual regulation and affective regulation and scientific achievement. Students who monitor and evaluate existing conceptions and control their emotions tend to have high science self-efficacy and higher scientific achievement. 3. Meta conceptual awareness, meta conceptual regulation, and affective regulation positively predict Science selfefficacy, which in itself is a positive predictor of science achievement 4. Metavariable is an essential component of knowledge achievement through selfefficacy. 8 An Induced Successful Performance Enhances Student Self-Efficacy and Boosts Academic Achievement (Akitoshi Uchida, Robert M, B Michael, Kazuo Mori-2018) 1. This study is an experimental study of Bandura's self-regulation theory in junior high school students. 2. One successful experience will promote students' self-efficacy. Teachers present more straightforward anagram assignments for students using the presentation method, resulting in a successful experience. These successinduced students demonstrated increased self-efficacy and maintained this increased self-efficacy for an entire year. 3. Male students who were induced success showed improvement in their academic achievement.
1. RQ 1 How is the students' self-efficacy in learning science? Self-efficacy is the belief in a person to do something. The term Science Self-efficacy (SSE) appears when associated with learning science, describing students' beliefs in completing science-related tasks. Science Self-efficacy that students have depends on how complicated the job is. The success or failure of the task and the encouragement or emotion experienced while doing the task will shape the students' Science Self-efficacy 21 . This needs to be a consideration because the level of students' Science Self-efficacy is influenced by the implementation and learning approach used by the teacher 22 .
Project-based learning methods are an alternative in increasing students' Science Self-efficacy 23 . This method makes students actively involved and has control over the project being developed. Students experience a different experience when compared to the usual learning method. So that student learning outcomes will also increase and the increase in Science Self-efficacy 24 . If it is associated with problem-solving, students' Science Self-efficacy has a direct relationship, although it cannot always be used as a predictor of student success 25 . Science Self-efficacy is a selfassessment from students; when students think that learning science is complex, then their Science Self-Efficacy is also affected 26 Kartimi, dkk /Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, Oktober-2021, Vol.9, No.2, hal.13-34 All articles have the same goal, namely, to obtain information about selfefficacy to improve policies related to the curriculum, especially the curriculum of the teacher-printing study program. The ten articles place selfefficacy as the dependent variable. This shows that many things can influence self-efficacy. These articles emphasize that the factors that influence selfefficacy are science content lectures and teacher and prospective teacher professionalism programs.
Practical teaching training for pre-service science teacher can increase their self-efficacy in the first year, but no significant difference was found 27 . Teacher self-efficacy in teaching can be maintained by having a good perception of science learning and teachers' understanding of science content 28 . Factors that influence the increase in self-efficacy are Experimental design projects and centralized science learning 29 . Meanwhile, if carrying out inquiry learning, the teacher has self-efficacy when the inquiry learning is teachercentered, not student-centered 30 . As with students, the magnitude of a teacher's self-efficacy cannot be used as a benchmark in assessing how much understanding they have 31 . In addition, the experience and frequency of teaching teachers are also factors in the formation of self-efficacy 32 .
Learning innovations that occur due to technological advances make teachers apply various teaching methods and materials. Not all teachers can make changes. Most teachers only follow innovation but do not participate in innovation. This is because teachers do not read primary references such as theses and conferences. In this regard, teacher self-efficacy changes along with the use of educational innovations. The use of social media and Thesis as learning resources can increase the self-efficacy of prospective science teachers 33 .   Kartimi, dkk /Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, Oktober-2021, Vol.9, No.2, hal.13-34 The research results on student self-efficacy in teaching science are widely used as a reference for improving teacher-producing university programs or courses 34 . The instrument most often used to measure selfefficacy as a teacher is STEBI-B (Science Teaching Efficacy Beliefs Instrument -form B) 35 . while measuring Self-efficacy as a teacher in teaching science combined with other disciplines is Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) 36 3. RQ 3. How is self-efficacy related to other variables?
The articles that have been analyzed show the diversity of research subjects, ranging from elementary students, pre-service teacher to teachers. This indicates that anyone owns efficacy. But what makes the difference is the main factor that influences it. In elementary school students, self-efficacy is controlled by the learning approach studied by students. Self-efficacy for teachers can be increased if they participate in professional development accompanied by training to apply a learning method. In contrast, for prospective teachers, efficacy can be increased through science content lectures.
Professional development programs provide opportunities for teachers to learn science content and inquiry-based learning skills 37 . While Self-efficacy gains and expected outcomes from learning decrease when teachers complete the program 38 . In addition to various subjects, Science Self-efficacy can also be associated with various other variables. To be more specific, attitudes towards science have the most significant impact on self-efficacy 39 Oktober-2021, Vol.9, No.2, hal.13-34 In facing daily exams, students usually memorize the material to feel safe taking the exam. In addition to memorizing, some students prefer to understand the material. Students who understand the content and context of science in everyday life have high self-efficacy 40 . This understanding is obtained from a learning approach. Suppose students have a deep learning approach. In that case, it also affects students' Science self-efficacy because students who have a shallow learning approach are not confident enough in their abilities 41 .
Students' learning ability is also associated with their future career motivation. Students who have career motivation have self-efficacy, affecting their learning outcomes 42 . Students who monitor and evaluate existing conceptions and control their emotions tend to have high science self-efficacy and then high scientific achievement 43 . The variable most often associated with students' Science self-efficacy is student achievement. The results found that students' attitudes and self-efficacy have a significant direct role in determining student achievement in learning science. The teacher can raise the teacher's self-efficacy by giving easy tasks. This process is called success induction. If it is associated with gender, male students who are induced success show a significant increase in academic achievement 44 . These results are confirmed by research which reveals a significant difference between the Science Self-Efficacy of male and female students even though their learning outcomes are relatively the same 45 .

Conclusion
In general, Science Self-efficacy is a person's belief in solving problems that require scientific resolution or those related to science. Students and teachers share this belief. Science Self-efficacy in students can be raised by getting students to succeed in learning science, while in teachers, it is raised  Performance Enhances Student Self-Efficacy and Boosts Academic Achievement," AERA Open 4, no. 4 (2018): 1-9. 45 Jamil & Mahmud, (2019) Oktober-2021, Vol.9, No.2, hal.13-34 through teaching practicum training. Information about Science Self-efficacy owned by both teachers and students is essential to know so that teachers can design their learning and university officials who produce teachers can innovate in study programs for prospective teachers. Of all the articles that have been analyzed, there is nothing that clearly distinguishes the learning of teachers/prospective teachers who have high self-efficacy or those who have low efficacy, both in terms of student perceptions or student achievement. Based on this, it is advisable to conduct a follow-up study with a comparative study design regarding learning outcomes and student perceptions of teacher with high and low efficacy. After that, it can be seen how vital teacher efficacy is in improving student performance. In general, student performance, in this case, is how well students prepare before and during learning and how well students master the material presented by the teacher.