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"Mahasiswa di perguruan tinggi menemui tantangan maupun kemunduran akademik sehari-hari yang harus mereka hadapi. Tantangan dan kesulitan akademik di perguruan tinggi berbeda dari jenjang pendidikan sebelumnya. Penelitian ini menggunakan perspektif Self-Determination Theory dan bertujuan untuk mengetahui apakah terdapat kontribusi dari motivasi external regulation, introjected regulation, identified regulation, dan motivasi intrinsik dalam memprediksi academic buoyancy. Sampel penelitian adalah 463 mahasiswa S1 Universitas Indonesia perempuan = 75. Metode penelitian ini adalah metode kuantitatif dengan analisis statistik Regresi Berganda. Alat ukur yang digunakan untuk mengukur motivasi yakni menggunakan The Academic Self-Regulation Scale Vansteenkiste, Sierens, Soenens, Luyckx, Lens, 2009, sedangkan untuk mengukur academic buoyancy digunakan alat ukur Academic Buoyancy Scale Martin Marsh, 2008. Hasil dari penelitian ini menunjukkan bahwa semakin tinggi motivasi introjected regulation, maka semakin rendah academic buoyancy. Selain itu, semakin tinggi motivasi identified regulation dan motivasi intrinsik, maka semakin tinggi pula academic buoyancy. Implikasi dari penelitian ini adalah bahwa motivasi yang berasal dari dalam diri individu dapat memprediksi perilaku yang adaptif dalam menghadapi tantangan dan kemunduran akademik sehari-hari.

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College students meet academic challenges and setbacks on a daily basis that they have to face. Those academic challenges and difficulties are different than the previous education levels. This research is using Self Determination Theory perspective and aimed to examine the contibution of motivation external regulation, introjected regulation, identified regulation, and intrinsic motivation to predict academic buoyancy. The sample of this study is 463 undergraduate college students in University of Indonesia female 75 The research method of this study is quantitative method, with statistical analyses of Multiple Regression.

The measurement of motivation was using The Academic Self Regulation Scale Vansteenkiste, Sierens, Soenens, Luyckx, Lens 2009, and the measurement of academic buoyancy was using Academic Buoyancy Scale Martin Marsh, 2008. The results indicate that the higher introjected regulation, the lower academic buoyancy. Furthermore, the higher identified regualtion and intrinsic motvation, the higher academic buoyancy. The implication of this study is that intrinsic motivation which derived from within oneself can predict adaptive behavior in the face of everyday academic challenges and setbacks. "

"Mahasiswa memiliki banyak tuntutan dan tekanan dalam menghadapi tugas-tugas pembelajaran di kampus. Salah satu tekanan yang dihadapi mahasiswa sekarang ini adalah pemberlakuan Pembelajaran Jarak Jauh (PJJ) oleh Kemendikbud karena pandemi Covid-19. PJJ dapat mengakibatkan masalah bagi mahasiswa pada saat melakukan pembelajaran, salah satunya adalah academic burnout. Salah satu faktor yang dapat mencegah mahasiswa mengalami academic burnout adalah academic buoyancy. Penelitian ini bertujuan untuk mengetahui hubungan academic buoyancy dan academic burnout mahasiswa dalam pembelajaran jarak jauh pada masa pandemi Covid-19. Pengukuran academic burnout menggunakan Maslach Burnout Inventory-Student Survey (MBI-SS) sedangkan, pengukuran academic buoyancy menggunakan Academic Buoyancy Scale (ABS). Partisipan untuk penelitian ini adalah 201 mahasiwa Fakultas Psikologi Universitas Indonesia. Pengolahan data statistik menggunakan teknik korelasi Pearson untuk mengetahui hubungan academic buoyancy dan academic burnout. Hasil penelitian menemukan bahwa academic buoyancy memiliki hubungan negatif yang signifikan dan academic burnout pada mahasiswa yang melaksanakan PJJ pada masa pandemi Covid-19.

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College students faces a lot of demands and challenges from their studies to preparing themselves for their future especially in workplaces. One of the challenges that the students facing nowadays is online learning during the Covid-19 pandemic. Online learning can cause problems for students during their studies, one of them are academic burnout. One of the factors that can prevent academic burnout is academic buoyancy. The aim of this study was to know the relationship between academic buoyancy and academic burnout in college students during online learning in the Covid-19 pandemic situation. The measurement of this study is using Maslach Burnout Inventory-Student Survey (MBI-SS) for academic burnout and Academic Buoyancy Scale (ABS) for academic buoyancy. Data of 201 psychology students of Universitas Indonesia was collected and Pearson Correlation technique was used to identify the relationship between academic buoyancy and academic burnout. The results showed that academic buoyancy has a significant and negative association to academic burnout in college students during online learning in Covid-19 pandemic.

 

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"Mahasiswa keperawatan menggunakan beragam metode pembelajaran, salah satunya yaitu pembelajaran refleksi diri. Pembelajaran refleksi diri dapat memungkinkan mahasiswa keperawatan untuk memahami dirinya sendiri yang memungkinkan terjadinya peningkatan motivasi. Motivasi akademik berperan penting dalam kehidupan akademik. Penelitian ini bertujuan untuk menilai hubungan antara pembelajaran refleksi diri dengan motivasi akademik mahasiswa keperawatan. Penelitian ini merupakan penelitian kuantitatif dengan metode cross sectional dengan total sampel 142 yang diambil menggunakan teknik snowball sampling. Kuesioner yang digunakan merupakan kuesioner Self Reflection and Insight Scale–Short Version dan AMS-College Version. Hasil pembelajaran refleksi diri kebanyakan di tingkat sedang dengan persentase 63.4% dan motivasi akademik berada di tingkat tinggi dengan persentase 88%. Analisis uji statistik bivariat yang digunakan yaitu uji chi square. Setelah dilakukan analisis menggunakan aplikasi SPSS, tabulasi yang didapatkan hanya berbentuk 2x2. Hasil penelitian menunjukkan adanya hubungan dengan tingkat kecil-sedang antara pembelajaran refleksi diri dengan motivasi akademik (X2 (1) = 5.140 (X2tabel (1) = 3.84), p-value = 0.023 (α = 0,05), V = 0.19). Hasil penelitian ini dapat menambah literasi terkait topik refleksi diri dan motivasi akademik di Indonesia sehingga diharapkan dengan adanya penelitian ini juga institusi pendidikan keperawatan dapat menerapkan pembelajaran refleksi diri di dalam kegiatan belajarnya sehingga dapat menumbuhkan motivasi akademik mahasiswa keperawatan.

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Nursing students use various learning methods, including self-reflective learning. Self-reflective learning can enable nursing students to understand themselves which allows for increased motivation. Academic motivation plays a crucial role in academic life. This study aims to assess the relationship between self-reflective learning and nursing students' academic motivation. This research is a quantitative-research with a cross sectional method with a total sample of 142 taken using the snowball sampling technique. The questionnaires used were the Self Reflection and Insight Scale–Short Version and AMS-College Version questionnaires. Self-reflection learning outcomes are mostly at a medium level (63.4%) and academic motivation is at a high level (88%). The bivariate statistical test analysis used is the chi square test. After analyzing using the SPSS application, the tabulation obtained was only in the form of 2x2. The research results show that there is a small-medium relationship between self-reflective learning and academic motivation (X2 (1) = 5.140 (X2 table (1) = 3.84), p-value = 0.023 (α = 0.05), V = 0.19). The results of this research can increase literacy related to the topic of self-reflection and academic motivation in Indonesia, so it is hoped that with this research, nursing education institutions can implement self-reflection learning in their curricula so that they can grow the academic motivation of nursing students."

"Adanya penggunaan media sosial pada mahasiswa belakangan ini diketahui membuat mahasiswa rentan terhadap Fear of Missing Out (FoMO) khususnya yang berkaitan dengan akademik. Adanya FoMO ini bisa memberikan pengaruh pada perolehan performa akademik pada mahasiswa. Penelitian ini bertujuan untuk melihat peran motivasi akademik sebagai mediator dalam hubungan antara FoMO dan performa akademik pada mahasiswa. Pada penelitian sebelumnya, hubungan antara FoMO dan performa akademik diketahui tidak konsisten meskipun dimediasi oleh penggunaan media sosial. Alat ukur yang digunakan pada penelitian ini adalah IPK, Fear of Missing Out Scale (FoMOs) (Przybylski dkk., 2013), dan Academic Motivation Scale (AMS)-versi Bahasa Indonesia (Natalya, 2018). Data diambil dari 430 mahasiswa aktif berusia 18-25 tahun yang menggunakan media sosial, dengan perolehan mayoritas partisipan perempuan (N = 342, 79,5%) dibandingkan laki-laki (N = 88, 20,5%). Hasil analisis PROCESS Macro simple mediation menunjukkan bahwa motivasi akademik secara penuh memediasi hubungan antara FoMO dan performa akademik (B= 0,0006, 95% CI [0,0001/0,0015], p = 0,004). Hasil dari penelitian ini menunjukkan bahwa mahasiswa yang memiliki FoMO akademik perlu memunculkan evaluasi atau refleksi diri terkait tujuan melanjutkan pendidikan agar motivasi akademik mereka tetap bertahan dalam jangka waktu yang lebih lama dan berdampak baik pada performa akademik mereka.

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The recent use of social media by students is known to make students vulnerable to Fear of Missing Out (FoMO), especially those related to academics. The existence of this FoMO can have an influence on the acquisition of academic performance in students. This study aims to examine the role of academic motivation as a mediator in the relationship between FoMO and student academic performance. In previous research, the relationship between FoMO and academic performance was found to be inconsistent even though it was mediated by the use of social media. The measuring tools used in this study were the GPA, Fear of Missing Out Scale (FoMOs) (Przybylski et al., 2013), and the Academic Motivation Scale (AMS)-Indonesian version (Natalya, 2018). Data were taken from 430 active students aged 18-25 years who used social media, with the acquisition of the majority of female participants (N = 342, 79.5%) compared to men (N= 88, 20.5%). The results of the PROCESS Macro simple mediation analysis show that academic motivation fully mediates the relationship between FoMO and academic performance (B= 0.0006, 95% CI [0.0001/0.0015], p = 0.004). The results of this study indicate that students who have academic FoMO need to bring up self-evaluations or reflections regarding the purpose of continuing their education so that their academic motivation lasts for a longer period of time and has a positive impact on their academic performance."

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PPDB sistem zonasi bertujuan untuk memeratakan kualitas pendidikan di Jakarta. Kebijakan ini memengaruhi motivasi akademik dari siswa SMA Negeri di Jakarta. Penelitian ini bertujuan untuk mengetahui hubungan antara resiliensi akademik dan  motivasi akademik pada siswa SMA Negeri pasca menghadapi PPDB sistem zonasi Jakarta. Partisipan keseluruhan dalam penelitian ini berjumlah 881 partisipan yang berada direntang usia 14-19 tahun dan berdomisili di Jakarta. Alat ukur yang digunakan dalam penelitian ini adalah Academic Motivation Scale - Short Indonesian Version dan Skala Resiliensi Akademik. Hasil korelasi Pearson menemukan bahwa terdapat hubungan yang signifikan antara resiliensi akademik dan motivasi akademik siswa (r = 0.282, p < 0.001). Temuan ini mengindikasikan bahwa siswa dengan resiliensi akademik tinggi cenderung memiliki motivasi akademik yang lebih baik meskipun menghadapi tantangan akademik berupa PPDB sistem zonasi. Selain itu, penelitian menemukan bahwa motivasi akademik pada siswa perempuan lebih tinggi dibandingkan laki-laki. Faktor non-akademik seperti ekstrakurikuler, hubungan pertemanan, dan rekam jejak alumni juga mempengaruhi pemilihan sekolah pada siswa. Implikasi penelitian ini menekankan pentingnya kebijakan pendidikan yang mempertimbangkan pengembangan aspek resiliensi akademik agar siswa tetap termotivasi belajar  setelah menghadapi PPDB sistem zonasi.

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The zoning-based student admissions system (PPDB) aims to equalize the quality of education in Jakarta. This policy affects the academic motivation of public high school students in Jakarta. This study aims to determine the relationship between academic resilience and academic motivation among public high school students after facing the zoning system for student admissions in Jakarta. The total number of participants in this study was 881, aged between 14-19 years and residing in Jakarta. The measurement tools used in this study were the Academic Motivation Scale - Short Indonesian Version and the Academic Resilience Scale. Pearson correlation results found a significant relationship between academic resilience and students' academic motivation (r = 0.282, p < 0.001). This finding indicates that students with high academic resilience tend to have better academic motivation despite facing academic challenges such as the zoning system for student admissions. Furthermore, the study found that academic motivation among female students was higher than that of male students. Non-academic factors such as extracurricular activities, friendships, and alumni track records also influence students' school choices. The implications of this study emphasize the importance of educational policies that consider the development of academic resilience aspects so that students remain motivated to learn after facing the zoning system for student admissions.

 

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"PPDB sistem zonasi Jakarta bertujuan untuk pemerataan akses pendidikan sejak 2017, namun masih menimbulkan kontroversi karena menyebabkan siswa memilih sekolah yang tidak sesuai dengan karakteristik mereka. Ketidaksesuaian ini bisa memengaruhi motivasi siswa dalam belajar. Penelitian ini mengeksplorasi hubungan antara efikasi diri dan motivasi akademik siswa SMA Negeri yang terdampak PPDB sistem zonasi Jakarta. Penelitian ini menggunakan metode korelasional dan pengambilan sampel dengan teknik convenience sampling. Sebanyak 881 siswa dengan rentang usia 14-19 tahun yang berdomisili di Jakarta menjadi partisipan dalam penelitian ini. Hasil perhitungan statistik menggunakan teknik korelasi Pearson dengan alat ukur General Self Efficacy Scale Versi Indonesia dan Academic Motivation Scale - Short Indonesia Language Version menunjukkan hubungan signifikan (r = 0.247, p < 0.001) antara efikasi diri dan motivasi akademik siswa setelah PPDB sistem zonasi Jakarta. Implikasi penelitian adalah pentingnya untuk meningkatkan efikasi diri pada siswa agar motivasi akademik mereka tetap terjaga.

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Jakarta's PPDB zoning system has aimed at equalizing access to education since 2017, but still causes controversy because it causes students to choose schools that do not suit their characteristics. This mismatch can affect student motivation in learning. This research explores the relationship between self-efficacy and academic motivation of state high school students affected by the Jakarta PPDB zoning system. This research uses a correlational method and sampling using convenience sampling techniques. A total of 881 students aged 14-19 years who live in Jakarta were participants in this research. The results of statistical calculations using the Pearson correlation technique with the General Self Efficacy Scale Indonesian Version and Academic Motivation Scale - Short Indonesian Language Version measurement tools show a significant relationship (r = 0.247, p < 0.001) between students' self-efficacy and academic motivation after the Jakarta zoning system PPDB. The implication of the research is that it is important to increase students' self-efficacy so that their academic motivation is maintained."

"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."

"Penelitian ini bertujuan untuk melihat hubungan antara tipe motivasi akademis dan burnout akademis yang terjadi pada siswa SMA selama pembelajaran jarak jauh di masa pandemi Covid-19. Penelitian ini merupakan penelitian kuantitatif korelasional dengan teknik analisis spearman correlation Alat ukur yang digunakan untuk mengukur variabel burnout akademis adalah Maslach Burnout Inventory-Student Survey (MBI-SS) dan motivasi akademis diukur menggunakan Academic Motivation Scale (AMS)-Bahasa Indonesia versi singkat. Seratus lima puluh tiga (153) siswa SMA sederajat yang menjalani pembelajaran jarak jauh menjadi partisipan dalam penelitian yang diadakan secara daring. Penelitian menunjukkan tiga hasil, pertama motivasi intrinsik dan burnout akademis memiliki korelasi negatif signifikan dengan (r= -0.51**, p<0,01). Kedua, motivasi ekstrinsik dan burnout akademis berkorelasi negatif signifikan dengan  (r= -0.41**, p<0,01). Ketiga, amotivasi dan burnout akademis berkorelasi positif signifikan dengan (r= 0.36**, p<0,01). Dari penelitian ini diketahui tiga tipe motivasi akademis: intrinsik, ekstrinsik, dan amotivasi memiliki hubungan signifikan dengan burnout akademis.

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This study aims to look at the relationship between types of academic motivation and academic burnout that occurs in high school students during distance learning in the Covid-19 pandemic. This research is a quantitative correlational study using the Spearman correlation analysis technique. The measurement tool used to measure academic burnout is the Maslach Burnout Inventory-Student Survey (MBI-SS) and academic motivation is measured using the Academic Motivation Scale (AMS)-short version. One hundred and fifty-three (153) high school students who underwent distance learning became participants in the research which was conducted online. Research shows three results, firstly intrinsic motivation and academic burnout have a significant negative correlation (r= -0.51**, p<0.01). Second, extrinsic motivation and academic burnout have a significant negative correlation (r= -0.41**, p<0.01). Third, amotivation and academic burnout have a significant positive correlation (r= 0.36**, p<0.01). From this study it is known that three types of academic motivation: intrinsic, extrinsic, and amotivation have a significant relationship with academic burnout."

"Penelitian ini bertujuan untuk mengetahui perbedaan tingkat motivasi mahasiswa Fakultas Ilmu Keperawatan Universitas Indonesia dalam melakukan pencarian informasi pembelajaran melalui fasilitas hotspot di area FIK UI dan melaiui membaca buku di perpustakaan FIK UI. Rancangan penelitian menggunakan deskriptif komparatif. Metode pemilihan sampel menggunakan proporsionol stratified sampling dan melibatkan 101 mahasiswa. Instrumen menggunakan kuisioner yang dikembangkan sendiri oleh peneliti berdasarkan penelusuran Iitemtur. Data analisis menggunakan uji statistik univariat dan chi square. Hasil penelitian secara statistik menunjukkan terdapat perbedaan yang bermakna antara motivasi mahasiswa dalam meiakukan pencarian informasi pembelajaran melalui fasilitas hotspot kampus dan melalui membaca buku di perpustakaan FIK UI (p=0,016). Pengembangan sarana dan prasarana akses informasi baik fasilitas hotspot maupun perpustakaan diperlukan guna menunjang keperluan akademis.

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The purpose of this study is to know the differences of students's motivation level in Faculty of Nursing, University of Indonesia in seeking for learning information by hotspot facilities in FON area and by reading books in FON library. This study used descriptive comparative design.

Proporsional stratified sampling was choosen as a strategy for sample selection and involve 101 students. In this study, data were collected using questionnaire which is developed by researchers and based uopn a review literature. Univariat statistic and chi square was used to analyze the data.

Statistics result of this study indicated that there was a significant differences FON UI students's motivation level in seeking for learning information by hotspot facilities in FON area and by reading books on FON library (p=0,016).This research recommends to improve the information access of structure and infrastructure whether hotspot facilities or library for supporting accademic need."

"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."