JPPIPA 7(4) (2021) Jurnal Penelitian Pendidikan IPA Journal of Research in Science Education http://jppipa.unram.ac.id/index.php/jppipa/index ___________ *Email: Lindakusumawati26@gmail.com Copyright © 2021, Author et al. This open access article is distributed under a (CC-BY License) Group Dynamics and Student Self-Efficacy in Online Science Learning during the COVID-19 Pandemic Linda Kusumawati 1* , Ari Widodo 2 , Diana Rochintaniawati 3 1 Master of Science Education Study Program, Graduate School of the Indonesian University of Education, Bandung, Indonesia 2 Department of Biology Education, Indonesian University of Education, Bandung, Indonesia 3 International Program on Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia DOI: 10.29303/jppipa.v7i4.760 Article Info Received: May 24 th , 2021 Revised: September 6 th , 2021 Accepted: October 3 rd , 2021 Abstract: The complex problems of online learning in synchronous and asynchronous because of a reduction in the social life of students. It is necessary to do collaborative learning to observe the dynamics of the interactions in groups during learning. The purpose of this study was to observe group dynamics and student self-efficacy during online learning. The study uses descriptive qualitative methods with data triangulation through observations, interviews and surveys. Junior high school research subjects used the discussion method with asynchronous learning on WhatsApp group (WAG). The high school subjects used the discussion method with synchronous learning on the WAG. Aspects that are observed in group dynamics are the division of roles in groups, leadership, contributions when presenting ideas or ideas, contribution to task work, and interdependence in groups. Self-efficacy was observed using indicators of mastery experience 78% junior high school and 73.3% high school, vicarious experience 76.5% junior high school and 78.1% high school, verbal persuasion 71.4%, physiological and affective states 75.6%. The average percentage of students' self-efficacy was in the medium category, namely 74.2% for junior high school and 75.6% for senior high school. Keywords: Group dynamics; Self-efficacy; Asynchronous; Synchronous Citation: Kusumawati, L., Widodo, A., & Rochintaniawati, D. (2021). Group Dynamics and Student Self-Efficacy in Online Science Learning during the COVID-19 Pandemic. Jurnal Penelitian Pendidikan IPA, 7(4), 568-575. doi:https://doi.org/10.29303/jppipa.v7i4.760 Introduction All levels of education experience the complex problems of online learning during the pandemic. Material content that students, passive and unidirectional learning do not well understand from teacher to student, limited ability to use technology, and limited teacher control over students are problems that are often encountered in online learning (Asmuni, 2020). Adaptation towards a better direction in online learning must be made, because it has been running for more than a year. Online learning must also pay attention to achievement competencies in each learning, both cognitive, psychomotor, or affective aspects. Basically, the learning process is complex because it involves pedagogical and psychological students, so online learning activities are not just transfer of knowledge by sending materials and assignments via the internet or social media as is widely applied to online learning in Indonesia (Asmuni, 2020; Syarifudin, 2020). Online learning must still be accompanied by an interactive and collaborative learning process so that it can provide meaningful experiences and efforts to grow character in students. The transformation of learning from classical outside the network (offline) to online brings up several impacts on students, namely the inability of students to find the meaning of learning and the loss of social life. This happens because there is no social interaction between students, and if it continues, it will potentially create social and emotional distance among students