Teacher-Perceived Ubiquitous Learning Environment for Peer-to-Peer Collaborative Learning to Student Achievement

This study examines the effect of teacher perceptions of U-Learning learning on peer-to-peer collaborative learning on student achievement mediated by learning adaptation and academic self-efficacy. This study uses a quantitative approach with data obtained through a questionnaire. This research was conducted in an Elementary school in Malang city involving 66 students in grade 6. The data in this study, the data that has been obtained, is processed using path analysis assisted by smartPLS 3.0 applications. Based on the research findings, it is known that the teacher’s perception of the ubiquitous learning environment for peer-to-peer collaborative learning affects student achievement in elementary schools, selling academic efficacy and learning adaptation. Academic self-efficacy is known to mediate the relationship between teacher perceptions regarding U-Learning on students’ academic achievement and can also directly influence student achievement. Meanwhile, Learning adaptability can also mediate the relationship related to U-Learning on student academic achievement and can influence student achievement directly. Based on the research findings, teachers should also provide learning by involving the child’s closest environment so that the media involved is not only electronic media but also authentic objects.