Hasil Pencarian  ::  Simpan CSV :: Kembali

"Penelitian ini dilakukan untuk melihat hubungan antara creative self-efficacy CSE dengan innovative work behavior IWB pada guru sekolah Dasar SD . Terdapat dua dimensi dari creative self-efficacy yaitu creative thinking self-efficacy dan creative performance self-efficacy. Innovative work behavior memiliki lima dimensi yaitu opportunity exploration, idea generation, idea promotion, idea realization dan reflection. Penelitian ini merupakan penelitian korelasional dengan pengambilan data menggunakan survei. Pengukuran CSE menggunakan alat ukur Revised Model of CTSE II and CPSE II yang disusun oleh Abboutt 2010 dan pengukuran IWB menggunakan Innovative Work Behavior Scale yang disusun oleh Messmann dan Mulder 2012 . Partisipan penelitian ini berjumlah 105 guru SD. Teknik statistik yang digunakan pada penelitian ini adalah Pearson Correlation. Hasil dari penelitian ini menunjukan bahwa dimensi dari creative self-efficacy yatu creative thinking self-efficacy da creative performance self-efficacy secara keseluruhan memiliki hubungan yang signifikan dengan keseluruhan dimensi dari innovative work behavior yang dilihat dari korelasi tiap dimensi. Diharapkan dengan tingginya nilai creative self-efficacy, innovative work behavior pada guru juga semakin tinggi.

---

This research was conducted to examine the relationship between creative self efficacy and innovative work behavior among elementary school teacher. Creative self efficacy consists of two dimensions, creative thinking self efficacy and creative performance self efficacy. Innovative work behavior consists of five dimensions, which is opportunity exploration, idea generation, idea promotion, idea realization, and reflection. Creative self efficacy was measured using Revised Model of CTSE II and CPSE II and innovative work behavior was measured using Innovative Work Behavior Scale. Total participant of this study was 105 elementary school teacher. Pearson Correlation was used to measure the correlation in this research. Results indicated that creative self efficacy's dimensions, which is creative thinking self efficacy and creative performance self efficacy are related to all of innovative work behavior's dimensions. Teacher with high creative self efficacy are expected to have high innovative work behavior. "

"Penelitian ini dilakukan untuk melihat hubungan antara dimensi metakognisi dan dimensi creative self-efficacy (CSE) pada guru sekolah dasar (SD). Metakognisi didefinisikan sebagai kesadaran individu terhadap proses kognitif dan afektif yang terjadi pada dirinya, serta kemampuan individu dalam meregulasi setiap proses tersebut untuk mencapai sebuah tujuan tertentu (Flavell, 1979). CSE merupakan keyakinan terhadap keadaan individu mengenai kemampuan dirinya untuk melakukan tugas spesifik, yang membutuhkan produksi solusi-solusi baru, orisinal, dan sesuai (Abbott, 2010). Penelitian ini memiliki hipotesis bahwa metakognisi memiliki korelasi yang signifikan terhadap CSE. Oleh karena itu, peneliti melakukan penelitian terhadap 93 guru sekolah dasar (SD). Alat ukur metakognisi yang digunakan adalah Metacognitive Awareness Inventory for Teacher (MAIT) (Balcikanli, 2011), sedangkan alat ukur CSE yang adalah Revised Model Creative Thinking Self-Efficacy (CTSE) II & Creative Performance Self-Efficacy (CPSE) II Inventories (Abbott, 2010). Melalui teknik statistik Pearson Correlation, ditemukan hubungan yang positif dan signifikan antara masing-masing dimensi dari metakognisi, yaitu metacognitive knowledge dan metacognitive regulation dengan dimensi dari CSE, yaitu CTSE dan CPSE. Berdasarkan hasil temuan tersebut, peneliti menyarankan kepada para guru untuk memerhatikan kemampuan metakognisi yang terjadi saat mengajar di dalam kelas, juga bagi pihak sekolah untuk memberikan pelatihan kepada para guru mengenai strategi pembelajaran tertentu guna meningkatkan keyakinan diri dalam mengekspresikan kreativitas di kelas.

---

This research was conducted to find the relationship between dimension metacognition and dimension creative self-efficacy (CSE) among elementary teacher. Metacognition is defined as awareness of one’s knowledge, concerning one’s own cognitive processes and affective states, and the ability to consciously deliberately monitor and regulates on which they bear, usually in the service of some concrete goals or objectives (Flavell, 1979). Meanwhile, CSE is an individual’s state-like belief in his or her own ability to perform the specific tasks required to produce novel, original, and appropriate solutions (Abbott, 2010). This study hypothesized that metacognition correlates significantly with CSE. There are 103 elementary teacher participated in this study. Metacognition is measured with Metacognitive Awareness Inventory for Teacher (MAIT) (Balcikanli, 2011), and CSE is measured with Revised Model Creative Thinking Self-Efficacy (CTSE) II & Creative Performance Self-Efficacy (CPSE) II Inventories (Abbott, 2010). The Pearson Correlation indicates that each dimension of metacognition, consist of metacognitive knowledge and metacognitive regulation is correlates positively and significantly with each dimension of CSE: CTSE and CPSE. Therefore, it is suggested that elementary teachers should know more about their own metacognition, specifically while they’re teaching in a class. In the other side, The Elementary school ought to held an intervention such a training to improve teachers skill of metacognition."

"Sekarang ini perusahaan membutuhkan karyawan dengan perilaku kerja inovatif, oleh karenanya sangat penting untuk mempersiapkan karyawan memiliki perilaku ini sejak mereka masih mahasiswa. Penelitian korelasional ini dilakukan dengan tujuan untuk melihat hubungan antara efikasi diri kreatif dan perilaku kerja inovatif pada mahasiswa. Efikasi diri kreatif diukur dengan alat ukur yang dibuat oleh Tierney dan Farmer (2002). Perilaku kerja inovatif diukur dengan alat ukur yang dikembangkan oleh Janssen (2000) yang kemudian item-itemnya dimodifikasi agar sesuai dengan keadaan responden yaitu mahasiswa. Responden penelitian yang datanya dapat dianalisa berjumlah 539 mahasiswa jenjang sarjana S1 di Universitas Indonesia dan merupakan mahasiswa yang minimal sedang menempuh semester empat. Penelitian ini adalah penelitian kuantitatif, dengan menggunakan teknik statistik Pearson Correlation. Ditemukan bahwa terdapat hubungan yang positif dan signifikan antara efikasi diri kreatif dan perilaku kerja inovatif pada mahasiswa, r(538) = 0,67, p= 0,00 (p < 0,01, one-tailed). Effect size untuk analisis ini dapat dikatakan termasuk large effect karena r> 0,5. Dengan demikian, dapat dikatakan bahwa semakin tinggi efikasi diri kreatif mahasiswa, maka semakin tinggi pula perilaku kerja inovatif mereka. Hasil ini dari penelitian ini bisa memberikan manfaat yaitu, menambah literatur tentang perilaku kerja inovatif pada mahasiswa dan memberikan masukan kepada pihak kampus untuk meningkatkan efikasi diri kreatif mahasiwanya agar perilaku kerja inovatifnya bisa meningkat pula, dengan mengikuti kegiatan ekstrakurikuler dan program pelatihan.

---

Nowadays, companies need employees with innovative work behavior. Therefore, it is very important to prepare employees to have this behavior since they are still in college. This correlational research was then conducted to look at the relationship between creative self-efficacy and innovative work behavior among college students. Creative self-efficacy is measured by a measurement by Tierney and Farmer (2002). Innovative work behavior is measured by a measurement by Janssen (2000), the items were modified to correspond with the condition of college students. The data that can be analyzed were from 539 undergraduate students at Universitas Indonesia and were at least taking their fourth semester. This research is a quantitative study, using the Pearson Correlation statistical technique the researcher found that there is a positive and significant relationship between creative self-efficacy and innovative work behavior among college students, r(538) = 0.67, p= 0.00 (p<0.01, one-tailed). The effect size for this analysis can be included as a large effect, because r> 0.5. Thus, it can be said that the higher the students' creative self-efficacy, the higher their innovative work behavior. These results can provide benefits such as adding literature on innovative work behavior among college students and providing input for the universities to improve the students' creative self-efficacy so that their innovative work behavior can also improve, by joining extracurricular activities and training programs."

"Penelitian ini dilakukan untuk mengetahui hubungan antara traits dan creative selfefficacy (CSE) pada guru TK. Traits adalah dimensi dari perbedaan kecenderungan individu untuk menunjukan pola pemikiran, perasaan dan tindakan yang konsisten (McCrae dan Costa, 2003). Sementara itu, CSE merupakan keyakinan yang sementara pada individu mengenai kemampuan dirinya untuk melakukan tugas spesifik tertentu yang membutuhkan produksi solusi-solusi baru, orisinal, atau sesuai. Pengukuran traits menggunakan alat ukur IPIP (Goldberg, 1999) dan pengukuran CSE menggunakan alat ukur Revised Model Creative Thinking Self-Efficacy (CTSE) II & Creative Performance Self-Efficacy (CPSE) II Inventories (Abbott, 2010) yang telah diadaptasi oleh peneliti. Partisipan berjumlah 112 orang guru TK yang berusia 20-60 tahun. Hasil penelitian ini menunjukkan terdapat hubungan negatif signifikan antara trait neuroticism dan CTSE, serta terdapat hubungan positif signifikan antara trait extraversion, openness to experience, agreeableness, dan conscientiousness dengan CTSE dan CPSE. Namun demikian, pada trait neuroticism tidak ditemukan adanya hubungan yang signifikan dengan CPSE. Berdasarkan hasil tersebut, perlu dilakukan screening kepribadian ketika perekrutan guru TK. Selain itu, guru TK juga dapat diberi intervensi sejak dini untuk meningkatkan CSE.

---

This research was conducted to find the correlation between nature traits and creative self-efficacy (CSE) in kindergarten teachers. Traits is dimensions of individual differences in tendencies to show consistent patterns of thoughts, feelings and actions (McCrae & Costa, 2003). Meanwhile CSE is an individual's state-like belief in his or her own ability to perform the specific tasks required to produce novel original, or appropiate solutions (Abbott, 2010).

Traits was measured using an adaptation instrumen named IPIP (Goldberg, 1999) and CSE was measured using an adaptation instrument named Revised Model Creative Thinking Self-Efficacy (CTSE) II & Creative Performance Self-Efficacy (CPSE) II Inventories (Abbott, 2010). The respondent of this research are 112 kindergarten teachers.

The results of this research show that trait neuroticism negative correlated significantly with CTSE and the trait extraversion, openness to experience, agreeableness and conscientiousness positive correlated significantly with CTSE and CPSE. But there is no significant correlation between trait neuroticism and CPSE. Based on these results, kindergarten ought to held a personality screening in teacher's recruitment and give intervention, such as training or seminar to teachers that can increase creative self-efficacy."

"Pendidikan memegang peranan penting dalam mengembangkan kreativitas siswa. Iklim sekolah kreatif dan efikasi diri guru merupakan faktor utama yang dapat memengaruhi perkembangan kreativitas siswa. Penelitian ini bertujuan untuk mengetahui pengaruh efikasi diri guru dalam memediasi iklim sekolah kreatif dan perilaku guru membina kreativitas pada siswa sekolah dasar. Penelitian dilakukan kepada 118 guru sekolah dasar di Jabodetabek. Alat ukur yang digunakan dalam penelitian ini adalah CFTI Scales (Soh, 2000), R-SLEQ (Johnson et al., 2007), dan I-TSES (Rahayu & Wangid, 2021). Hasil penelitian menunjukkan terdapat full mediation pada hubungan iklim sekolah kreatif dan perilaku guru membina kreativitas siswa yang dimediasi oleh efikasi diri guru. Hal ini menunjukkan bahwa iklim sekolah kreatif dapat memengaruhi perilaku guru membina kreativitas apabila dimediasi oleh efikasi diri guru. Implikasi dari penelitian menekankan bahwa sekolah harus membentuk iklim pembelajaran kreatif dan guru perlu memiliki efikasi diri yang baik agar dapat mengembangkan kreativitas siswa.

---

Education plays a vital role in developing students' creativity. Creative school climate and teacher self-efficacy are the main factors that can influence the development of student creativity. This study aims to determine the effect of teacher self-efficacy in mediating creative school climate and creativity fostering teacher behavior in elementary school students. The study was conducted on 118 elementary school teachers in Jabodetabek. The measuring instruments used in this study are CFTI Scales (Soh, 2000), R-SLEQ (Johnson et al., 2007), and I-TSES (Rahayu & Wangid, 2021). The results showed that there was full mediation in the relationship between creative school climate and creativity fostering teacher behavior mediated by teacher self-efficacy. This shows that creative school climate can creativity fostering teacher behavior when mediated by teacher self-efficacy. The implication of the study emphasizes that schools should establish a creative learning climate and teachers need to have good self-efficacy in order to develop students' creativity."

"Implementasi integrasi teknologi khususnya di bidang pendidikan di Indonesia penting untuk dilaksanakan, namun masih ditemukan guru-guru yang belum terbuka terhadap perubahan dan tidak yakin akan kemampuannya untuk mengintegrasikan teknologi di dalam kelas. Penelitian korelasional ini bertujuan untuk mengetahui hubungan antara keterbukaan terhadap perubahan dan self-efficacy for technology integration pada guru sekolah dasar (SD). Sebanyak 88 guru SD yang berasal dari empat SD Negeri di Jakarta dan empat SD Negeri di Bogor berpartisipasi pada penelitian ini. Alat ukur yang digunakan adalah Computer Technology Integration Survey (CTIS) yang diadaptasi dari Wang, Ertmer, dan Newby (2004) untuk mengukur self-efficacy for technology integration dan The Innovativeness Scale (TIS) yang diadaptasi dari Van Braak (2001) untuk mengukur keterbukaan terhadap perubahan, yang terdiri dari faktor technological innovativeness dan faktor general innovativeness. Hasil Pearson Correlation menunjukkan bahwa terdapat hubungan positif yang signifikan antara technological innovativeness (r = 0,366, p < 0,01) maupun general innovativeness (r = 0,406, p < 0,01) dan self-efficacy for technology integration pada guru SD di Jakarta dan Bogor. Berdasarkan hasil penelitian ini, peneliti menyarankan kepada sekolah dan pemerintah untuk memberikan pelatihan yang dapat meningkatkan keterbukaan terhadap perubahan dan keyakinan untuk mengintegrasikan teknologi pada guru sekolah dasar.

---

Implementation of the technology integration especially in the field of education in Indonesia is important to be implemented, but still found the teachers were not yet open to change and are not confident in their ability to integrate technology in the classroom. This correlational study aims to seek the relationship between openness to change and self-efficacy for technology integration among elementary teacher.

Computer Technology Integration Survey (CTIS) was used to assess self-efficacy for technology integration (Wang, Ertmer, & Newby, 2004) and The Innovativeness Scale (TIS) was used to assess openness to change that consists of technological innovativeness factor and general innovativeness factor (Van Braak, 2001). 88 elementary teachers from four public elementary schools in Jakarta and four public elementary schools in Bogor participated in this study.

The result of this study showed a positive and significant correlation between technological innovativeness and self-efficacy for technology integration (r = 0,366, p < 0,01) and also between general innovativeness and self-efficacy for technology integration (0,406, p < 0,01) among elementary teacher in Jakarta and Bogor area. Based on this result, it is suggested for school and government to provide technology training for elementary teacher in order to improve their openness to change and self efficacy to integrate technology."

"Penelitian ini bertujuan untuk melihat hubungan antara perilaku inovatif di tempat kerja dengan self-efficacy pada karyawan. Penelitian ini dilakukan pada perusahaan pertambangan yang menekankan inovasi pada proses operasionalisasinya. Penelitian ini diikuti oleh responden yang berjumlah 129 orang yang merupakan karyawan tetap perusahaan dengan minimal satu tahun pengalaman kerja. Penelitian ini dilakukan dengan pendekatan kuantitatif yaitu dengan meminta kesediaan responden untuk mengisi kuesioner perilaku inovatif di tempat kerja dan self-efficacy. Penelitian ini difasilitasi skala pengukuran perilaku inovatif di tempat kerja dari Janssen (2000) dan psychological capital pada dimensi self-efficacy yang dikembangkan oleh Luthans, et al. (2007). Hasil penelitian diperoleh hasil adanya hubungan positif signifikan antara kedua variable yaitu sebesar r = .540, dengan p < .01 (1-tailed) yang artinya bahwa semakin tinggi skor total dari self-efficacy karyawan maka semakin tinggi pula perilaku inovatif di tempat kerja. Selanjutnya hasil penelitian menunjukkan nilai dimana 29,16% self-efficacy memengaruhi perilaku inovatif di tempat kerja dan 70,84% disumbangkan faktor-faktor lain yang turut berpartisipasi dalam memunculkan perilaku inovatif di tempat kerja.

---

This study aimed to examine the correlation between self-efficacy with innovative work behavior on employees. This research was conducted at the mining company that emphasizes innovation in operationalization. This study was followed by respondents, amounting to 129 people who are regular employees of companies with at least one year of work experience.

This study was conducted with a quantitative approach is to ask respondents to fill out a questionnaire willingness innovative behavior in the workplace and selfefficacy. This study facilitated the measurement scale innovative behavior in the workplace from Janssen (2000) and psychological capital in the dimensions of self-efficacy developed by Luthans, et al. (2007).

Research results significant positive correlation between the two variables is equal to r = .540, p < .01 (1-tailed), which means that the higher the total score of self-efficacy, the higher the employee innovative behavior in the workplace. Furthermore, the results showed 29.16% where the value of self-efficacy influence innovative behavior in the workplace and contributed 70.84% to other factors that participate in generating innovative behavior in the workplace."

"Perubahan lingkungan yang cepat menyebabkan organisasi publik harus beradaptasi dan berinovasi. Untuk itu diperlukan Aparatur Sipil Negara yang memiliki perilaku kerja yang inovatif disertai kepercayaan diri yang tinggi dalam mengerjakan pekerjaannya dan senantiasa mau meningkatkan kompetensinya serta berbagi pengetahuan melalui proses pembelajaran dalam organisasi. Didukung oleh pimpinan agar senantiasa memberikan pelayanan terbaik kepada masyarakat. Oleh karenanya penelitian ini bertujuan untuk menganalisis adanya pengaruh Creative Self-efficacy dan Organizational Learning terhadap Innovative Work Behavior yang dimoderasi oleh Managerial Support di lingkungan Direktorat Jenderal Pelayanan Kesehatan, dengan lokus penelitian di kantor pusat Direktorat Jenderal Pelayanan Kesehatan. Penelitian ini menggunakan pendekatan penelitian kuantitatif yang menggunakan teknik survei dan kuesioner sebagai instrumen penelitian pada 255 Aparatur Sipil Negara. Pemilihan sampel dilakukan dengan teknik total sampling. Dengan analisis data dilakukan dengan teknik Regresi Linier Berganda dengan Moderated Regression Analysis (MRA) menggunakan software SPSS versi 29. Hasil penelitian ini membuktikan bahwa Creative Self-efficacy dan Organizational Learning memberikan pengaruh positif dan signifikan terhadap Innovative Work Behavior baik secara terpisah maupun bersamaan, dan Managerial Support dapat memoderasi pengaruh Creative Self-efficacy terhadap Innovative Work Behavior serta memoderasi pengaruh Organizational Learning terhadap Innovative Work Behavior.

---

Public organizations have to adapt and innovate in response to rapid environmental changes. To continuously provide services to the community, the State Civil Apparatus must exhibit innovative work behavior along with a high degree of self-confidence in their ability to do their jobs. They must also constantly seek to share knowledge and increase their competence through a learning process in the organization. encouraged by the leadership to always provide the best service to the community . The aims of this study is to examine the effect of Creative Self-efficacy and Organizational Learning on Innovative Work Behavior, as moderated by Managerial Support, within the Directorate General of Health Services, with a research locus at the Directorate General of Health Services headquarters, This study employs a quantitative research methodology and employs questionnaires and survey methods as research instruments on 255 State Civil Apparatus. The sample selection was carried out with total sampling technique. With data analysis carried out by Multiple Linear Regression techniques with Moderated Regression Analysis (MRA) using SPSS version 29 software. The finding of this study demonstrates that both Organizational Learning and Creative Self-efficacy positively and significantly influence Innovative Work Behavior, both independently and simultaneously. And Managerial Support can moderate the effect of Creative Self- efficacy on Innovative Work Behavior and moderate the effect of Organizational Learning on Innovative Work Behavior."

"Penelitian korelasional ini dilakukan untuk mendapatkan gambaran mengenai hubungan antara attributional feedback yang diberikan guru dan creative selfefficacy pada pelajar sekolah menengah pertama. Attributional feedback didefinisikan sebagai umpan balik yang menghubungkan kesuksesan atau kegagalan dengan satu atau lebih penyebab (Schunk, 1987), sedangkan creative self-efficacy didefinisikan sebagai keyakinan yang bersifat sementara pada individu mengenai kemampuannya untuk melakukan tugas spesifik yang membutuhkan produksi solusi-solusi baru, orisinal, dan sesuai (Abbott, 2010). Pengukuran teacher attributional feedback dilakukan dengan alat ukur Teacher Feedback Scale (Burnett, 2002) dan pengukuran creative self-efficacy dilakukan dengan alat ukur Revised Model CTSE & CPSE II (Abbott, 2010). Data didapat dari 154 orang partisipan pelajar sekolah menengah pertama di Jakarta. Hasil penelitian menunjukkan terdapat hubungan positif signifikan antara teacher effort feedback (r = 0,549) maupun teacher ability feedback (r = 0,542) dan creative thinking self-efficacy serta antara teacher effort feedback (r = 0,495) maupun teacher ability feedback (r = 0,489) dan creative performance self-efficacy, seluruhnya pada L.o.S. 0,01. Berdasar pada hasil penelitian, peneliti menyarankan pihak guru dan sekolah untuk berupaya memberikan attributional feedback yang tepat dan sesuai kepada pelajar sekolah menengah pertama dalam rangka mengembangkan creative self-efficacy pelajar untuk menghasilkan lulusan yang kreatif.

---

This correlational research was conducter to find the correlation between teacher attributional feedback and creative self-efficacy on junior high school students. Attributional feedback is defined as feedback which links students’ successes and failures with one or more causes (Schunk, 1987). Creative self-efficacy is defined as individual’s state-like belief in his or her own ability to perform specific tasks required to produce novel, original, or appropriate solutions (Abbott, 2010). Teacher attributional feedback was measured using Teacher Feedback Scale (Burnett, 2002) and creative self-efficacy was measured using Revised Model CTSE & CPSE II (Abbott, 2010). Data was collected from 154 junior high school students in Jakarta.

The main result shows that there are significant positive correlations between teacher effort attributional feedback and creative thinking self-efficacy (r = 0,549), between teacher ability attributional feedback and creative thinking self-efficacy (r = 0,542), between teacher effort attributional feedback and creative performance self-efficacy (r = 0,495), and also between teacher ability attributional feedbackand creative performance self-efficacy (r = 0,489) at L.o.S 0,01. Based on this result, it is suggested for teachers and schools to provide proper attributional feedbacks for the students in order to improve students’ creative self-efficacy and students’ creativity as well."

"Penelitian korelasional ini dilakukan untuk mengetahui hubungan antara computer anxiety dan computer self-efficacy pada guru sekolah dasar (SD). Computer anxiety didefinisikan sebagai rasa takut dan khawatir untuk melakukan kesalahan saat menggunakan komputer (Heinssen, Glass, & Knight, 1987), sedangkan computer self-efficacy didefinisikan sebagai keyakinan individu atas kemampuannya dalam menggunakan komputer (Compeau & Higgins, 1995). Data yang diperoleh dari 128 guru sekolah dasar (SD) di Kota Bogor menunjukkan bahwa terdapat hubungan negatif yang signifikan antara computer anxiety dan computer self-efficacy (r=-0,393) pada L.o.S 0,01. Hal ini berarti guru sekolah dasar yang memiliki kecemasan yang tinggi dalam menggunakan komputer memiliki keyakinan yang rendah dalam penilaian kemampuan dirinya menggunakan komputer. Pengukuran dilakukan menggunakan alat ukur Computer Anxiety Rating Scales (CARS) dari Heinssen, Glass, & Knight, (1987) dan Computer Self-Efficacy dari Compeau & Higgins (1995) yang telah diadaptasi. Implikasi dari penelitian ini adalah perlu adanya perhatian dan tindak lanjut dari seluruh pihak untuk menurunkan tingkat kecemasan guru sekolah dasar dalam menggunakan komputer agar guru dapat menjalankan fungsi dan tugas secara optimal.

---

This correlational research was conducted to find the correlation between computer anxiety and computer self-efficacy among elementary teacher. Computer anxiety is defined as fear and worry to make a mistake while using the computer (Heinssen, Glass, & Knight, 1987). Computer self-efficacy is defined as judgement of one?s capability to use a computer (Compeau & Higgins, 1995). Computer anxiety was measured using Computer Anxiety Rating Scales (CARS) (Heinssen, Glass, & Knight, 1987) and computer self-efficacy was measured using Computer Self-Efficacy (Compeau & Higgins, 1995). Data was collected from 128 elementary teachers in Bogor area and main result shows that there is a significant negative correlation between computer anxiety and computer self-efficacy (r=-0,393) at L.o.S 0,01. This result means that elementary teacher who have low computer anxiety will have high computer self-efficacy. The impilcations of this research are computer anxiety in elementary teacher is expected to be reduced and a concern for techers, the schools, and goverment to optimizing the duties and functions of teachers."