[ABSTRAK
Penelitian ini dilakukan terhadap mahasiswa baru Universitas Indonesia angkatan2013 berjumlah 726 dan bertujuan untuk menjawab pertanyaan peneliti mengenai?Apakah dukungan makna belajar dari dosen, motivasi intrinsik, self-efficacy, danpandangan mahasiswa terhadap dosen sebagai otoritas sumber informasiberpengaruh terhadap keterlibatan belajar mahasiswa dalam perkuliahan??. Untukmeneliti dan mendapatkan pemahaman yang menyeluruh mengenai faktor-faktoryang memengaruhi keterlibatan belajar mahasiswa dalam aktivitasperkuliahannya, peneliti menggunakan sudut pandang antropologi untukmenjelaskan dinamika yang terjadi dalam diri mahasiswa dan sudut pandangepistemologi untuk menjelaskan proses pembentukan pengetahuan dalam belajar.Berdasarkan analisis literatur Perspektif Self Determination Theory danEpistemological Beliefs Theory peneliti membangun Model Persamaan StrukturalKeterlibatan Belajar. Hipotesis penelitian ini adalah ?Model persamaan strukturalketerlibatan belajar sesuai dengan data penelitian?. Variabel-variabel penelitiandalam model persamaan struktural keterlibatan belajar yang diteliti dalampenelitian ini adalah dukungan makna belajar dari dosen, motivasi intrinsik, selfefficacy,pandangan otoritas sumber informasi, dan keterlibatan belajar. Pengujianhipotesis dilakukan dalam dua tahap penelitian. Pada tahap penelitian pendahuluandilakukan penelusuran prioritas kebutuhan dasar psikologik dan pada penelitianutama dilakukan pengujian model persamaan struktural keterlibatan belajar. Hasilutama penelitian mengungkap bahwa dukungan makna belajar dari dosen danpandangan mahasiswa terhadap dosennya sebagai otoritas sumber informasi secarasignifikan memengaruhi keterlibatan belajar melalui self-efficacy dan motivasiintrinsik. Artinya, dukungan makna belajar dari dosen dan pandangan mahasiswaterhadap dosennya sebagai otoritas sumber informasi dapat meningkatkan kualitasketerlibatan belajar mahasiswa dalam perkuliahan. Peneliti memaparkanketerbatasan, implikasi dan saran penelitian sehubungan dengan hasil penelitian;

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ABSTRACT
The study is focused on University of Indonesia Freshman of 2013 to answer theresearch question ?How students perceive this lectures and student?s engagementin class?. To get a complete understanding of the factors that influence students?engagement, anthropological and epistemological views are used. Based on SelfDetermination Theory and Epistemological Beliefs Theory this study constructs aStructural Model of Student Engagement and suggests the hypothesis that ?Studentengagement structural model fits with the data?. Variables in this study arelecturer?s support in making learning meaningful, intrinsic motivation, selfefficacy,students? perceived epistemic authority, and student engagement. Thehypothesis is tested in 2 stages. In the first stage, a mixed methods study is used todiscover priority of students? basic psychological needs. In the second stage of thestudy, The Structural Equation Model is used to test the student engagementtheoretical model. Overall, results of statistical testing accepted the hypothesizedstructural model, fitting with the observed data. The researcher also discusses thelimitation of the study.;The study is focused on University of Indonesia Freshman of 2013 to answer theresearch question ?How students perceive this lectures and student?s engagementin class?. To get a complete understanding of the factors that influence students?engagement, anthropological and epistemological views are used. Based on SelfDetermination Theory and Epistemological Beliefs Theory this study constructs aStructural Model of Student Engagement and suggests the hypothesis that ?Studentengagement structural model fits with the data?. Variables in this study arelecturer?s support in making learning meaningful, intrinsic motivation, selfefficacy,students? perceived epistemic authority, and student engagement. Thehypothesis is tested in 2 stages. In the first stage, a mixed methods study is used todiscover priority of students? basic psychological needs. In the second stage of thestudy, The Structural Equation Model is used to test the student engagementtheoretical model. Overall, results of statistical testing accepted the hypothesizedstructural model, fitting with the observed data. The researcher also discusses thelimitation of the study., The study is focused on University of Indonesia Freshman of 2013 to answer theresearch question “How students perceive this lectures and student’s engagementin class”. To get a complete understanding of the factors that influence students’engagement, anthropological and epistemological views are used. Based on SelfDetermination Theory and Epistemological Beliefs Theory this study constructs aStructural Model of Student Engagement and suggests the hypothesis that “Studentengagement structural model fits with the data”. Variables in this study arelecturer’s support in making learning meaningful, intrinsic motivation, selfefficacy,students’ perceived epistemic authority, and student engagement. Thehypothesis is tested in 2 stages. In the first stage, a mixed methods study is used todiscover priority of students’ basic psychological needs. In the second stage of thestudy, The Structural Equation Model is used to test the student engagementtheoretical model. Overall, results of statistical testing accepted the hypothesizedstructural model, fitting with the observed data. The researcher also discusses thelimitation of the study.]