Self efficacy memiliki peranan penting dalam motivasi, porduktivitas, dan pencapaian keberhasilan. Penelitian ini bertujuan untuk mengetahui gambaran terbentuknya self efficacy dan apa saja sumber pembentuk self efficacy pada guru yang mendidik anak ASD. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi fenomenologi. Informan dalam penelitian ini yaitu empat guru di SLB X Kota Semarang. Data diperoleh dari observasi, wawancara dan telaah dokumen. Wawancara dilakukakan secara semi-terstruktur. Transkrip wawancara kemudian dianalisis dengan menggunakan metode descriptive phenomenological analysis (DPA). Terdapat 6 faktor pembentuk self efficacy yaitu mastery experience/ performance accomplishment, vicarious experience, verbal persuasion, emotional/ phsycological information, dukungan atau kerja sama orang tua anak, dan empati terhadap perjuangan orang tua. Selain itu, melalui penelitian ini dapat diketahui bahwa keempat guru yang mendidik anak ASD memiliki self efficacy yang bagus, hal tersebut ditunjukkan dari aspek level, strength, dan generality yang terpenuhi. Implikasi dalam penelitian ini adalah guru dapat meningkatkan self efficacy sehingga guru termotivasi untuk mencapai keberhasilan dalam mendidik anak dengan gangguan ASD.
Kata kunci : Self Efficacy; Guru; Autism Spectrum Disorder

ABSTRACT:
Self-efficacy has an important role in motivation, productivity and achieving success. This research aims to determine the description of the formation of self-efficacy and what are the sources of self-efficacy formation in teachers who educate children with ASD. This research uses a qualitative method with a phenomenological study approach. The informants in this research were four teachers at SLB X Semarang City. Data was obtained from observation, interviews and document review. Interviews were conducted in a semi-structured manner. The interview transcripts were then analyzed using the descriptive phenomenological analysis (DPA) method. There are 6 factors that form self-efficacy, namely mastery experience/performance accomplishment, vicarious experience, verbal persuasion, emotional/psychological information, support or cooperation from the child's parents, and empathy for the parents' struggles. Apart from that, through this research it can be seen that the four teachers who educate children with ASD have good self-efficacy, this is shown in the aspects of level, strength and generality that are met. The implication of this research is that teachers can increase self-efficacy so that teachers are motivated to achieve success in educating children with ASD disorders.
Keywords: Self Efficacy; Teacher; Autism Spectrum Disorder