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"Keberhasilan seorang mahasiswa dalam memahami materi perkuliahan dan mencapai kelulusan sangat ditentukan oleh proses belajarnya. Proses belajar ini dapat dilihat dari bagaimana mahasiswa tersebut memanfaatkan waktunya untuk belajar. Untuk mengefektifkan waktu belajar tersebut, mahasiswa harus mengefektifkan pula student engagegement-nya. Student engagement merupakan inisiasi dari tindakan, usaha, dan persistensi pemelajar dalam pekerjaan sekolah mereka juga keadaan emosional mereka secara keseluruhan selama aktifitas pembelajaran. Student engagement pada pemelajar ditandai dari adanya motivasi intrinsik dari pemelajar dalam proses belajarnya. Penting bagi pemelajar untuk menjalani proses belajar berdasarkan keinginan dan keputusannya sendiri. Kemampuan pemelajar untuk mendapatkan pengetahuan dan kemampuan melalui proses yang ditentukannya sendiri ini lah yang disebut sebagai student autonomy. Penelitian ini bertujuan untuk mengetahui sejauh mana hubungan antara student autonomy dengan student engagement pada mahasiswa. Metode pengambilan sample dalam penelitian ini menggunakan metode convenience sampling. Peneliti mengadaptasi alat ukur student autonomy dari Autonomous Learning Scale (Macaskill & Taylor, 2010) dan student engagement dari Student Course Engagement Quotient (Handelsman et al, 2005). Penelitian ini melibatkan 51 mahasiswa sebagai sampel penelitian. Hasil korelasi menunjukan terdapat hubungan yang positif dan signifikan, yaitu r = 0,560 antara student autonomy dan student engagement pada mahasiswa.

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A college student‟s success in understanding study materials and achieving graduation is highly determined by his/her learning process. This learning process can be observed from how that college student spends his/her time for study. In order to optimize that study time, a college student should also optimize his/her student engagement. Student engagement is defined as student‟s initiation of action, effort, persistence on schoolwork, as well as their ambient emotional states during learning activities. Student engagement is indicated by the existence of intrinsic motivation within a student when taking his/her learning process. It is important for student to take his/her learning process according to his/her own will and decision. This student‟s capacity in gaining knowledge and skill by his/her own decision is known as student‟s autonomy. The purpose of this study is to know how far is the relationship between student autonomy and student engagement in college student. Researcher use convenience sampling as sampling method in this study. The adaptation of Autonomous Learning Scale (Macaskill and Taylor, 2010) is used as student autonomy instrument while the adaptation of Student Course Engagement Quotient (Handelsman et al, 2005) is used as student engagement instrument. This study involved 51 college students as research samples. The result shows that there is a positive and significant correlation, with r = 0,560, between student autonomy and student engagement in college student."

"Manfaat dari adanya pendidikan sangat ditentukan oleh pemahaman dan pendalaman materi dalam proses belajar siswa. Penguasaan materi ini tidak akan terjadi tanpa adanya keterlibatan siswa dalam proses belajar. Padahal, untuk mencapai manfaat dan keberhasilan dari pendidikan yang diperoleh oleh siswa, seharusnya siswa terlibat dalam proses pembelajaran.Pada siswa sekolah Masjid Terminal, keterlibatan dalam proses belajar menjadi suatu hal yang amat penting di saat mereka tidak hanya belajar, namun juga bekerja. Untuk memaksimalkan proses belajar tersebut, siswa sekolah Masjid Terminal harus memaksimalkan student engagement-nya pula. Student engagement merupakan inisiasi dari tindakan, usaha, dan kegigihan siswa dalam pekerjaan sekolah mereka juga keadaan emosional mereka secara keseluruhan selama aktivitas pembelajaran.Penting bagi siswa untuk mengetahui tujuan dan cara bagaimana mencapai tujuan yang dituju dalam proses belajarnya. Kemampuan siswa untuk mengetahui tujuan dan cara mencapai tujuan yang dituju disebut sebagai goal orientation. Metode pengambilan sampel dalam penelitian ini menggunakan metode purposive sampling. Penelitian ini melibatkan 84 responden siswa sekolah menengah atas Masjid Terminal.Hasil korelasi menunjukan terdapat hubungan yang positif dan signifikan, yaitu R = 0,746 antara goal orientation dan student engagement pada siswa sekolah Masjid Terminal. Selain itu, faktor mastery goals dalam goal orientation merupakan korelasi tertinggi dibanding performance goals sebesar 0, 454.

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The benefits of the education is highly determined by the understanding and deepening of the material in the students' learning process. Mastery of this material will not happen without the involvement of students in the learning process. In fact, to achieve the benefits and successes of education obtained by the students, the students should be involved in the learning process.At Masjid Terminal school student, involvement in the process of learning to be a crucial point when they not only study, but also to work. In order to optimize that study time, Terminal Masjid school student should also optimize his/her student engagement. Student engagement is defined as student?s initiation of action, effort, persistence on schoolwork, as well as their ambient emotional states during learning activities.It is important for student to know the goals and the ways how to achieve the intended purpose in their learning. The ability of the student to know the goals and the ways of achieving the intended referred to as goal orientation. Researcher use purposive sampling as sampling method in this study. This study involved 84 high school students in Masjid Terminal school as research samples.The result shows that there is a positive and significant correlation, with R = 0,746, between goal orientation and student engagement in high scool student in Masjid Terminal school. In addition, mastery goals is the highest correlation in goal orientation factors than performance goals, as 0.454."

"Penelitian ini bertujuan untuk melihat hubungan antara student engagement dan perceived classroom structure siswa SMA pada tiga matapelajaran, yaitu Matematika, Bahasa Indonesia, dan Bahasa Inggris. Pengukuran terhadap student engagement menggunakan alat ukur School Engagement Measure-McArthur (Fredricks, et al., 2005) dan pengukuran terhadap perceived classroom goal structure menggunakan skala Perception of Classroom Goal Structure dari alat ukur Patterns of Adaptive Learning Survey (Midgley, et al., 2000). Jumlah partisipan yang diperoleh sejumlah 188 siswa kelas 11 SMA yang bersekolah di Jabodetabek.Hasil penelitian menunjukkan bahwa ketiga dimensi student engagement, yaitu behavioral, emotional dan cognitive engagement memiliki hubungan yang signifikan dengan perceived classroom goal structure pada seluruh matapelajaran. Menggunakan multiple regression analysis diketahui bahwa tipe perceived classroom goal structure, yang memberikan sumbangan terbesar terhadap adalah tipe persepsi classroom mastery goal structure. Berdasarkan hasil tersebut, student engagement siswa dapat ditingkatkan dengan membentuk kelas yang memiliki clasroom mastery goal structure.

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The purpose of this study was to investigate whether there was a relationship between student engagement and perceived classroom goal structure of high school grade students in Math, Bahasa and English subjects. Student engagement was measured using the School Engagement Measure-McArthur (Fredricks, et al, 2004) and student?s perceived classroom goal structure was measured using the Perception of Classroom Goal Structure scale of the Pattern of Adaptive Learning Survey (PALS) (Midgley, et al., 2000). A total of 188 eleventh grade students from schools in the Jabodetabek area participated in this study.

Results show that there was an overall significant correlation between the three student engagement dimensions (behavioral, emotional, and cognitive) and student?s perceived classroom goal structure. Using multiple regression analyses, the study shows that perceptions of a classroom mastery goal structure contributed the most to student engagement. Result of the study implies that student engagement can be increased in a classroom with a mastery goal structure."

"[For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The handbook guides readers through the field?s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include : Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. , For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The handbook guides readers through the field?s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include : Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. ]"

"[Penelitian ini bertujuan untuk mengetahui apakah pemenuhan kebutuhan dasar psikologis berperan sebagai mediator dalam hubungan antara persepsi siswa mengenai iklim emosional kelas dan keterlibatan siswa. Data penelitian dikumpulkan melalui kuesioner lapor diri yang diisi oleh 391 siswa Sekolah Menengah Pertama (SMP) kelas 7 dan kelas 8 dari tiga SMP Negeri di Depok. Hasil analisa mediasi menunjukkan bahwa hubungan antara persepsi siswa mengenai iklim emosional kelas dan keterlibatan siswa dimediasi secara parsial oleh pemenuhan kebutuhan dasar psikologis. Hasil penelitian tersebut mengindikasikan bahwa pemenuhan kebutuhan dasar psikologis siswa di kelas berperan dalam menjelaskan hubungan antara persepsi siswa mengenai iklim emosional kelas dan keterlibatan siswa.

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The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement.;The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement.;The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement., The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement.]"

"Penelitian ini dilakukan untuk melihat hubungan antara keterlibatan belajar dan adaptabilitas karier pada siswa kelas 9. Partisipan dalam penelitian ini berjumlah 611 siswa yang berasal dari dua SMPN di Depok yang termasuk pada tahap perkembangan remaja. Untuk mengukur adaptabilitas karier digunakan alat ukur Career Adapt-Abilities Scale CAAS yang dikembangkan oleh Savickas dan Porfeli 2012. Keterlibatan belajar diukur menggunakan alat ukur School Engagement Measurement SEM -MacArthur yang dikembangkan oleh Fredricks, Blumenfeld, Friedel, dan Paris 2005. Untuk melihat hubungan antara keterlibatan belajar dan adaptabilitas karier, peneliti menggunakan teknik statistik Pearson Correlation. Hasil penelitian menunjukkan terdapat hubungan yang positif dan signifikan antara keterlibatan belajar dengan adaptabilitas karier. Dimensi keterlibatan belajar yang memiliki hubungan paling kuat dengan adaptabilitas karier adalah keterlibatan kognitif.

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This research was conducted to find the relationship between learning engagement and career adaptability on 9th grade students. Participants in this study were 611 students from two junior high schools in Depok, West Java, Indonesia, who are classified as adolescents in development stage theories Papalia Feldmand, 2012. To measure career adaptability, the Career Adapt Abilities Scale CAAS developed by Savickas dan Porfeli 2012 was used. The School Engagement Measurement SEM MacArthur developed by Fredricks, Blumenfeld, Friedel, and Paris 2005 was implemented to measure learning engagement. To identify the relationship between learning engagement and career adaptability The Pearson Correlation statistical method was used. The results showed that there was a significant positive relationship between learning engagement and career adaptability. Cognitive engagement was the dimension of learning engagement with the strongest relation to career adaptability."

"ABSTRAKTujuan penelitian ini adalah untuk mengetahui kontribusi growth mindset terhadap dimensi keterlibatan belajar pada mahasiswa Universitas Indonesia UI. Penelitian ini merupakan penelitian kuantitatif dengan desain non-experimental. Partisipan yang ada dalam penelitian ini berjumlah 463 dengan 115 partisipan didapatkan secara offline dan 351 partisipan didapatkan secara online perempuan = 74,7 dan laki-laki = 25,1. Alat ukur yang digunakan adalah Student Course Engagement Quotient SCEQ untuk mengukur keterlibatan belajar Handelsman et al., 2005 dan Theories of Intelligence Scale TIS untuk mengukur growth mindset Dweck, 2006. Olah data statistik Simple Regression digunakan untuk mengetahui kontribusi variabel-variabel penelitian. Hasil penelitian menunjukkan bahwa growth mindset berkontribusi secara signifikan terhadap seluruh dimensi keterlibatan belajar.

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ABSTRACTThe purpose of this research is to know the growth mindset contribution to student engagement dimensions of Universitas Indonesia UI students. This research is a quantitative research with non experimental design. Participants in this study consist of 463 UI students with 115 participants obtained offline and 351 participants obtained online women 74.7 and male 25.1. The measurement of this research are Student Course Engagement Quotient SCEQ to measure student engagement Handelsman et al., 2005 and Theories of Intelligence Scale TIS to measure the growth mindset Dweck, 2006. Simple Regression statistics is used to determine the contribution of research variables. The results showed that a growth mindset can significantly contribute to student engagement dimensions. "

"Penelitian korelasional ini dilakukan untuk mendapat gambaran mengenai hubungan antara self-regulated learning dan computer anxiety pada mahasiswa yang mengikuti kuliah online. Self-regulated learning didefinisikan sebagai proses belajar di mana siswa secara aktif menggunakan kemampuan metakognitif, motivasional, dan tingkah laku untuk mencapai tujuan belajarnya. Computer anxiety adalah respons afektif individu yang negatif dan berlebihan pada penggunaan komputer. Pengukuran self-regulated learning menggunakan Online Self-Regulated Learning Questionnaire OSLQ yang dibuat oleh Barnard et al. 2009. Computer anxiety diukur dengan Computer Anxiety Rating Scale CARS yang dikonstruksi oleh Heinssen et al. 1987. Partisipan penelitian berjumlah 94 mahasiswa yang mengikuti kuliah online di beberapa universitas di Indonesia. Dengan teknik statistik Pearson correlation, ditemukan bahwa tidak terdapat hubungan antara self-regulated learning dan computer anxiety r = -0,055 pada L.o.S. 0,05. Pada bagian diskusi, dijelaskan mengenai kemungkinan alasan tidak ditemukannya korelasi antara self-regulated learning dan computer anxiety. Penting untuk penelitian selanjutnya mencari faktor-faktor lain yang dapat mempengaruhi self-regulated learning pada mahasiswa kuliah online.

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The purpose of this correlational research was to find the relation between self regulated learning and computer anxiety in online course university students. Self regulated learning is defined as a learning process in which students actively involved in using metacognitive, motivational, and behavioral skil to attain learning goals. Computer anxiety is defined as exaggerated negative affective response, such that resistance to and avoidance of computer technology. Self regulated learning was measured using Online Self Regulated Learning Questionnaire OSLQ constructed by Barnard et al. 2009.

Computer anxiety was measured using Computer Anxiety Rating Scale CARS constructed by Heinssen et al. 1987 . Participants of this research were 94 online course students from universities in Indonesia. The main result computed with Pearson correlation showed that there is no relationship between self regulated learning and computer anxiety r 0,055 in L.o.S. 0,05. In discussion section, the reasons why the relationship is not found was argued. Therefore, it is important for next research to examine other factors that correlates with self regulated learning in online course students."

"Penelitian ini bertujuan untuk melihat hubungan emosi malu dan emosi bersalah dengan ketidakjujuran akademis pada mahasiswa Universitas Indonesia. Pengukuran emosi malu dan emosi bersalah menggunakan Test of Self-Conscious Affect-3 (TOSCA-3) yang telah diadaptasi ke dalam bahasa Indonesia. Sementara untuk pengukuran ketidakjujuran akademis menggunakan Academic Integrity Survey (AIS). Penelitian dilakukan dengan responden mahasiswa aktif S1 dan Program Vokasi Universitas Indonesia yang berusia 18-25 tahun. Hasil menunjukkan bahwa emosi bersalah berkontribusi secara signifikan terhadap ketidakjujuran akademis (β=-0,201, p<0,05), sedangkan tidak terdapat hubungan yang signifikan antara emosi malu dengan ketidakjujuran akademis (β=-0,002, p<0,05). Adapun berdasarkan hasil penelitian, terdapat perbedaan yang signifikan antar kelompok dari karakteristik demografis jenis kelamin, fakultas, Indeks Prestasi Kumulatif (IPK), pekerjaan ibu, serta domisili asal dan domisili saat ini dengan ketidakjujuran akademis.

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This study is conducted to find about the relationship of shame emotion and guilt emotion with academic dishonesty in college students at Universitas Indonesia. Measurement of shame and guilt is using Test of Self-Conscious Affect-3 (TOSCA-3), which has been adapted into Indonesian. As for the measurement of academic dishonesty is using the Academic Integrity Survey (AIS). This study was conducted with active college students of Bachelor Degree and Vocational Program in Universitas Indonesia from18-25 years old.

The results showed that guilt emotion are contributing significantly to academic dishonesty (β=-0,201, p<0,05), whereas no significant relationship between shame emotion with academic dishonesty (β=-0,002, p<0,05). As based on research results, there are significant differences between the groups of the demographic characteristics of gender, faculty major, grade point average (GPA), maternal employment, as well as the domicile of origin and current domicile with academic dishonesty."