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"Penggunaan metode pembelajaran jarak jauh dijenjang perguruan tinggi semakin meningkat terutama sebagai alternatif selama masa pandemi COVID-19. Kondisi ini mengharuskan mahasiswa memiliki kemampuan regulasi belajar secara mandiri yang baik. Penelitian terdahulu menemukan bahwa faktor individual seperti literasi digital, attitudes toward e-learning, dan task value berkorelasi positif dengan self-regulated learning. Penelitian ini bertujuan untuk menguji hubungan antara literasi digital dan self-regulated learning melalui attitudes toward e-learning dengan peran moderasi dari task value. Sebanyak 538 mahasiswa (17-25 tahun) dari 10 perguruan tinggi negeri berpartisipasi dalam penelitian ini. Literasi digital diukur menggunakan Self-Perceived Evaluations of Digital Literacy Competencies; attitudes toward e-learning diukur menggunakan E-Learning Attitudes Questionnaire; task value diukur menggunakan The Subjective Task Value (STV) Instrument; dan self-regulated learning diukur menggunakan Self-Regulated Online Learning Scale. Hasil penelitian menunjukkan bahwa task value signifikan memoderasi hubungan antara literasi digital dan self-regulated learning melalui attitudes toward e-learning. Dengan demikian, literasi digital dapat mendukung kemampuan self-regulated learning melalui attitudes toward e-learning dan diperkuat dengan adanya task value pada mahasiswa yang mengikuti pembelajaran jarak jauh.

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Distance learning methods has massively been conducted by higher education institutions as an alternative during the COVID-19 pandemic. Distance learning requires students to have good self-regulated learning skills. Previous studies have found that learner factors such as digital literacy, attitudes toward e-learning, and task value were positively correlated with self-regulated learning. This study aimed to examine the relationship between digital literacy and self-regulated learning through mediation of attitudes toward e-learning with the role of task value as a moderator. The research samples involved 538 college students (17-25 years) from 10 public universities. Digital literacy was measured using the Self-Perceived Evaluations of Digital Literacy Competencies. While attitudes toward e-learning were measured using the E-Learning Attitudes Questionnaire. This study also performed the Subjective Task Value (STV) Instrument to measure task value and the Self-Regulated Online Learning Scale to measure self-regulated learning. The results show that task value significantly strengthened the relationship between digital literacy and self-regulated learning through mediation of attitudes toward e-learning. Hence, digital literacy can support self-regulated learning through mediation of attitudes towards e-learning and is strengthened by task values ​​of college students in distance learning."

"Sejak COVID-19 menimpa Indonesia, pemerintah mengimbau seluruh siswa untukmelakukan pembelajaran jarak jauh (PJJ), yaitu sebuah kondisi dimana pengajardan peserta didik tidak berada di tempat yang sama. Perubahan sistem pembelajaran ini tentunya mempengaruhi berbagai kondisi peserta didik, termasuk bagaimana ia mempersepsikan pengalaman belajar yang dimiliki. Penelitian ini bertujuan untuk melihat apakah kesiapan belajar online dapat memprediksi persepsi mahasiswa terhadap belajar. Partisipan pada penelitian ini adalah mahasiswa yang melaksanakan PJJ selama masa pandemi (N=540). Hasil menunjukkan bahwa kesiapan belajar online mempengaruhi persepsi terhadap belajar baik secara langsung maupun tidak langsung melalui motivasi akademik. Regulasi diri dan sikap terhadap e-learning yang dimiliki mahasiswa memperkuat kaitan antaramotivasi akademik dan persepsi terhadap belajar yang dimiliki. Namun, hubungantidak langsung antara kesiapan belajar online dan persepsi terhadap belajar tidakbergantung pada regulasi diri dan sikap terhadap e-learning yang dimiliki. Hal ini menandakan bahwa siswa yang sudah siap untuk menjalani PJJ serta memiliki motivasi yang tinggi, dapat mempersepsikan pengalaman belajarnya dengan baik.

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Since COVID-19 reached Indonesia, the government notify all students to conduct

distance learning: a condition in which lecturers and students are not in the same

place. The change over this learning system certainly affects students’

psychological conditions, including how they perceive their learning experiences.

This study investigated whether online learning readiness can predict perceived

learning. Participants in this study were undergraduate students who undergo

distance learning during pandemic (N = 540). The results showed that online

learning readiness predicts perceived learning both directly and indirectly through

academic motivation. However, self-regulated learning and attitudes toward elearning

could strengthen the link between academic motivation and perceived

learning. The indirect relationship between online learning readiness and perceived

learning was not conditional on the students’ self-regulated learning and attitudes

toward e-learning. This indicates that students who are ready for online learning

and highly motivated are more likely to perceive their learning better."

"Metode pembelajaran jarak jauh yang diterapkan di Indonesia memunculkan berbagai kendala bagi siswa. Seperti beban tugas, kejenuhan, rasa malas dan kurang peduli pada sekolah, yang pada akhirnya berdampak pada penurunan motivasi akademik. Penelitian ini bertujuan untuk mengetahui apakah terdapat peran dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan terhadap motivasi akademik. Partisipan penelitian ini adalah siswa SMA di Indonesia yang sedang menjalani pembelajaran jarak jauh (N=223). Terdapat tiga alat ukur yang digunakan dalam penelitian ini, yakni Academic Motivation Scale Short Indonesian Version untuk mengukur motivasi akademik, Social Provisions Scale untuk mengukur dukungan sosial dari orang tua yang dipersepsikan oleh siswa, dan Self-Regulated Online Learning untuk mengukur self-regulated learning. Data yang dikumpulkan kemudian diolah menggunakan teknik statistik analisis regresi berganda. Hasil penelitian menunjukkan bahwa dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan berperan terhadap motivasi akademik sebesar 18,2% (R2=0,182, p<0,05), dimana self-regulated learning memberikan sumbangan terbesar yakni 18,9% dan -0,7% sisanya merupakan sumbangan dari dukungan sosial dari orang tua yang dipersepsikan oleh siswa. Oleh karena itu, self-regulated learning dapat dikatakan sebagai faktor yang penting dimiliki oleh siswa untuk menjaga dan meningkatkan motivasi akademiknya.

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The distance learning method applied in Indonesia raises various difficulties for students. These include workload, boredom, feeling lazy, and lacking in attentiveness about school, which in turn has an impact on the declining of academic motivation. This study aims to determine whether there is a role of a perceived social support from parents and self-regulated learning simultaneously toward academic motivation. The participants of this study are high school students in Indonesia who are undergoing distance learning (N=233). There are three measuring tools that are used in this study, namely Academic Motivation Scale Short Indonesian Version to measure academic motivation, Social Provisions Scale to measure perceived social support, and Self-Regulated Online Learning to measure self-regulated learning. The data collected is processed using multiple regression statistical techniques. The result of the study showed that there is a role of perceived social support from parents and self- regulated learning simultaneously toward academic motivation by 18,2% (R2=0,182, p<0,05), where self-regulated learning gave the largest contribution, namely 18.9% and the remaining - 0.7% is a contribution from perceived social support from parents. Therefore, self-regulated learning is said to be an important factor for students to maintain and improve their academic motivation."

"Keluhan ketidaknyamanan muncul pada pelaksanaan Pembelajaran jarak jauh diterapkan selama pandemi Covid-19. Penelitian ini bertujuan untuk mengetahui keluhan ketidaknyamanan muskuloskeletal pada mahasiswa Rumpun Ilmu Kesehatan Universitas Indonesia tahun 2018 yang memiliki pengetahuan sebelumnya mengenai mekanika tubuh. Penelitian menggunakan desain cross-sectional, deskriptif kuantitatif, cluster random sampling, pada sebanyak 298 mahasiswa. Instrumen yang digunakan adalah Cornell Musculoskeletal Discomfort Questionnaire (CMDQ). Hasil penelitian menunjukkan beberapa responden mengalami keluhan muskuloskeletal pada punggung bawah (25.3%), pinggul (18.7%), dan leher (18.1%). Keluhan paling banyak dirasakan oleh responden perempuan dan yang memiliki indeks massa tubuh normal. Responden yang memiliki kebiasaan olahraga (65.8%), didominasi oleh olahraga aerobik (37.9%), frekuensi satu kali seminggu (48.5%), dan durasi 30-60 menit (89.8%) memiliki perilaku tubuh yang baik saat penggunaan laptop (57.7%). Dengan demikian, dapat disimpulkan bahwa sebagian besar responden mengalami keluhan muskuloskeletal. Rekomendasi dari penelitian ini, yaitu perlunya penerapan perilaku ergonomis saat penggunaan laptop selama pembelajaran jarak jauh dan pengaturan jadwal olahraga.

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The musculoskeletal complaints emerge during the distance learning implementation in Covid-19 era. This study describes musculoskeletal discomfort complaints in students of the University of Indonesia Health Sciences 2018 who have prior knowledge about body mechanics. The study is a cross-sectional design and quantitative descriptive on 298 students. The instrument used in this research is Cornell Musculoskeletal Discomfort Questionnaire (CMDQ). The results illustrate several respondents experienced musculoskeletal complaints and most of them occurred in the lower back (25.3%), hips (18.7%), and neck (18.1%). Complaints are also mostly felt by women and normal body mass index respondents. Additionally, respondents who exercise regularly (65.8%), is dominated by aerobic exercise (37.9%), 1x frequency (48.5%), 30-60 minutes exercise duration (89.8%); have a good body behavior when using laptop (57.7%). In conclusion, most respondents experience musculoskeletal complaints. Recommendations from this study are the need to apply ergonomic behavior when using laptop and schedule regular execise."

"Pembelajaran Jarak Jauh (PJJ) selama pandemi COVID-19 memberikan tantangan bagi mahasiswa untuk menjaga motivasi akademiknya. Mahasiswa secara umum dinilai memiliki beban akademik dan non-akademik yang lebih berat dibandingkan jenjang pendidikan sebelumnya. Oleh karena itu, perlu diteliti lebih lanjut variabel apa saja yang berperan penting terhadap motivasi akademik mahasiswa. Penelitian ini bertujuan untuk menguji peran self-regulated learning dan persepsi dukungan sosial sebagai mediator dalam hubungan mindfulness dan motivasi akademik mahasiswa yang berkuliah secara PJJ. Partisipan penelitian terdiri dari 161 orang mahasiswa yang berkuliah di Indonesia secara PJJ karena pandemi COVID-19. Terdapat empat alat ukur yang digunakan yaitu Academic Motivation Scale (AMS), Mindful Attention Awareness Scale (MAAS), Self-Regulated Online Learning (SROL) dan Multidimensional Scale of Perceived Social Support (MSPSS). Data diambil melalui kuesioner daring dan dianalisis dengan model mediasi. Hasil penelitian menunjukkan self-regulated learning tidak memediasi hubungan mindfulness dan motivasi akademik. Peningkatan mindfulness tidak berdampak pada peningkatan self-regulated learning kendati self-regulated learning ditemukan dapat memprediksi motivasi akademik secara positif dan signifikan. Pada sisi lainnya, persepsi dukungan sosial memediasi hubungan antara mindfulness dengan motivasi akademik. Mindfulness dapat membantu peningkatan persepsi dukungan sosial yang dirasakan mahasiswa yang kemudian berdampak pula pada peningkatan motivasi akademik mahasiswa.

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Distance learning during the COVID-19 pandemic posed challenge for university students to maintain their academic motivation. University students have a heavier academic and non-academic workload compared to previous levels of education. Therefore, it is important to investigate what variables play significant role in university students’ academic motivation. This study aims to examine the role of self-regulated learning and perceived social support as mediators in the relationship between mindfulness and academic motivation among university students who participated in distance learning. Participants were 161 university students in Indonesia who participated in distance learning during COVID-19 pandemic. Four instruments were used, namely: Academic Motivation Scale (AMS), Mindful Attention Awareness Scale (MAAS), Self-Regulated Online Learning (SROL) and Multidimensional Scale of Perceived Social Support (MSPSS). The results indicated self-regulated learning did not mediate the relationship between mindfulness and academic motivation. Increased mindfulness did not increase self-regulated learning, even though self-regulated learning was found to predict academic motivation significantly positive. On the other hand, perceived social support was found to mediate the relationship between mindfulness and academic motivation. These results revealed that mindfulness can help university students to increase their perceived social support which then also has an impact on increasing their academic motivation."

"Proses belajar mengajar di Indonesia mengalami perubahan semenjak pandemi COVID-19. Perubahan terjadi terutama pada metode pembelajaran dari metode tradisional menjadi metode pembelajaran jarak jauh. Kondisi tersebut menuntut seluruh pihak yang terlibat untuk menyesuaikan diri agar tujuan pembelajaran tetap tercapai maksimal. Terdapat karakter pelajar dan pengajar yang berperan terhadap tercapainya proses belajar, yaitu growth mindset, self-regulated learning dan instructors’ scaffolding. Diketahui pada penelitian sebelumnya bahwa self-regulated learning merupakan variabel penghubung terhadap perceived learning. Oleh karena itu, dalam penelitian ini akan melihat peran growth mindset dan instructors’ scaffolding terhadap perceived learning melalui self-regulated learning pada mahasiswa yang mengikuti pembelajaran jarak jauh. Partisipan penelitian sebanyak 561 mahasiswa dari 10 universitas negeri di Indonesia. Analisis dilakukan menggunakan uji structural equation model (SEM) dan diketahui peran growth mindset dan instructors’ scaffolding terhadap perceived learning perlu melalui self-regulated learning terlebih dahulu (RMSEA=0.054, NFI=0.95, CFI=0,97). Growth mindset, instructors’ scaffolding, dan self-regulated learning secara bersama-sama berperan terhadap perceived learning sebesar 34%. Diketahui pula bahwa growth mindet memiliki peran yang kecil dan tidak signifikan terhadap peningkatan perceived learning. Kondisi ini menunjukkan adanya peran variabel lain yang menjembatani hubungan keduanya. Dengan demikian hasil penelitian menunjukkan dosen berperan lebih besar dalam mendukung proses belajar mahasiswa selama pembelajaran jarak jauh terutama dalam masa pandemi untuk mengembangkan karakter mahasiswa yang tepat.

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During pandemic COVID-19 period, learning method has changed to distance learning in Indonesia. Students and teachers are the center of learning process, therefore they have to adapt faster along with that condition. To obtain learning outcome, students and teachers have to develop growth mindset, instructors’ scaffolding and self-regulated learning. Therefore, the purpose of this study is to explain the effect between growth minset and instructors’ scaffolding towards perceived learning through self-regulated learning. The subject of the research were 561 undergraduate student from top-10-ranked state universities in Indonesia. The data was analyzed by structural equation model (SEM). The result indicates that the effect of growth minset and instructors’ scaffolding towards perceived learning through self-regulated learning was significant (RMSEA=0.054, NFI=0.95, CFI=0,97). The result showed that growth mindset, instructor’s scaffolding, and self-regulated learning affect the perceived learning by 34%. However, the growth mindset have no significant direct effect through the increase of perceived learning. Therefore, another variabel might mediate the effect.This research showed that lecturers role was the key to promote self-regulated learning and perceived learning in undergraduate student during pandemi COVID-19."

"Penelitian ini bertujuan untuk melihat kontribusi atau peran trait kepribadian terhadap academic burnout pada siswa kelas 3 SMA Negeri di Jakarta, khususnya pada Pembelajaran Jarak Jauh (PJJ) selama masa pandemi Covid-19. Dalam pelaksanaannya, PJJ memiliki dampak yang membuat pembelajaran menjadi kurang efektif, sehingga memengaruhi kondisi mental sosial emosional siswa. Kendala-kendala yang muncul dan beban tugas selama PJJ menyebabkan siswa dapat merasa lelah secara emosional, tidak merasa mampu dalam menyelesaikan tugas, dan menjadi tidak peduli terhadap kegiatan belajarnya. Dengan kata lain siswa mengalami academic burnout. Penelitian ini dilakukan pada 357 siswa kelas 3 SMAN di Jakarta. Academic burnout diukur dengan menggunakan Maslach Burnout Inventory – Student Survey (MBI-SS). Sementara itu kepribadian siswa diukur menggunakan IPIP-BFM-25. Hasil perhitungan Pearson correlation menunjukkan bahwa kelima trait kepribadian (extraversion, agreeableness, conscientiousness, emotional stability, dan intellect) memiliki hubungan yang negatif dan signifikan dengan academic burnout. Hasil analisis lanjutan menunjukkan bahwa kecuali trait extraversion, empat trait kepribadian lainnya memiliki kontribusi yang signifikan terhadap munculnya academic burnout pada siswa

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This study aims to see the influence and contribution of personality traits on academic burnout in grade 12 public high school students in Jakarta, especially during the PJJ or Distance Learning period. Throughout its implementation PJJ has made learning less effective, thus affecting the social emotional state of students. Constraints and the workload during PJJ cause students to feel emotionally tired, incapable of completing assignments, and become indifferent towards their academic activities. In other words, students experience academic burnout. The study was conducted on 357 12th graders at SMAN in Jakarta. Academic burnout was measured using the Maslach Burnout Inventory - Student Survey (MBI-SS). Meanwhile, student personality is measured using IPIP-BFM-25. The results of the Pearson correlation calculation show that the five personality traits (extraversion, agreeableness, conscientiousness, emotional stability, and intellect) have a negative and significant relationship with academic burnout. Further analysis show that except for extraversion, four other personality traits have a significant contribution to the emergence of academic burnout in students"

"Penelitian ini bertujuan untuk mengetahui apakah kecerdasan emosi dapat memprediksi teacher well-being dalam konteks pembelajaran jarak jauh akibat pandemi Covid-19 di Indonesia. Penelitian ini dilakukan pada guru sekolah dasar dan sekolah menengah di Indonesia (N = 494; M = 39,9 tahun). Alat ukur yang digunakan adalah Schutte Emotional Intelligence Scale oleh Schutte et al. (1998) dan Teacher Subjective Well-Being Questionnaire oleh Renshaw et al. (2015). Teknik analisis yang digunakan adalah analisis regresi sederhana. Hasil penelitian menunjukkan bahwa kecerdasan emosi secara signifikan dapat memprediksi teacher well-being F(1,492) = 108,469, p < 0,05. Kecerdasan emosi ditemukan memiliki effect size kecil terhadap teacher well-being. Hasil penelitian memiliki implikasi bahwa terdapat faktor lain yang berperan dalam teacher well-being. Hal ini dapat menjadi pertimbangan penelitian selanjutnya mengenai teacher well-being

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This study aims to investigate the role of emotional intelligence in predicting teacher well-being in the context of online learning due to the Covid-19 pandemic in Indonesia. This research was conducted on elementary and secondary school teachers in Indonesia (N = 494; M = 39.9 years). The measuring instrument used is the Schutte Emotional Intelligence Scale from Schutte et al. (1998) and the Teacher Subjective Well-Being Questionnaire from Renshaw et al. (2015). Simple regression technique was used to analyze the data. The result of the analysis shows that emotional intelligence significantly predicts and has a small effect on teacher well-being F(1,492) = 108,469, p < 0,05. The results of the study have practical implications that can be considered for schools to carry out emotional intelligence development training for teachers. Furthermore, it is implied that other factors also play a role in teacher well-being and should be taken into consideration by future research on this topic"

"Penelitian ini bertujuan untuk melihat hubungan antara persepsi mahasiswa akan peran dosen dengan self-regulated learning dalam pembelajaran daring dalam jaringan . Self-regulated learning dalam pembelajaran daring diukur dengan Online Self-Regulated Learning Questionnaire OSLQ. Persepsi mahasiswa akan peran dosen diukur dengan Online Instructor Role and Behavior Scale OIRBS. Total terdapat 94 sampel yang berasal dari beberapa perguruan tinggi yang menyelenggarakan pembelajaran daring. Berdasarkan perhitungan, hasil penelitian menunjukkan terdapat hubungan yang signifikan serta positif antara persepsi mahasiswa akan peran dosen dengan self-regulated learning dalam pembelajaran daring. Koefisien korelasi Pearson sebesar 0.511 dengan nilai signifikansi 0.000 p < 0.01.

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This research aims to look for the relationship between students rsquo perception of instructor rsquo s role and Self Regulated Learning in online learning. Self Regulated Learning in online learning measured by Online Self Regulated Learning Questionnaire OSLQ . Students rsquo perception of the instructor rsquo s role measured by Online Instructor Role and Behavior Scale OIRBS. In total, there are 94 sample from several universities which organize online learning.

Based on the calculation, the results showed there is a significant and positive relation between students rsquo perception of the lecture rsquo s role and Self Regulated Learning in online learning. The Pearson correlation coefficient is 0.511 with the p value of 0.000 p 0.01."

"Kondisi pandemi Covid-19 memberikan beberapa dampak seperti dalam aspek kesehatan dan aspek pendidikan. Penyesuaian dalam bidang pendidikan yaitu dengan adanya pembelajaran jarak jauh. Hal ini merupakan hal yang baru, baik mahasiswa maupun dosen perlu beradaptasi dengan sistem ini, sistem ini menjadi stres baru bagi mahasiswa, baik untuk mahasiswa kesehatan maupun mahasiswa nonkesehatan. Mekanisme koping yang digunakan pun berubah menyesuaikan dengan kondisi yang ada, maka dari itu dilakukannya penelitian ini untuk mengetahui perbandingan mekanisme koping mahasiswa kesehatan dan mahasiswa nonkesehatan. Penelitian ini merupakan penelitian deskriptif komparatif dengan metode cross sectional dan melibatkan 108 responden yang berasal dari program studi kesehatan dan nonkesehatan sesuai dengan kriteria inklusi dan eksklusi. Kuesioner yang digunakan yaitu kuesioner ways of coping scale untuk menentukan jenis koping yang digunakan. Hasil penelitian menunjukkan bahwa terdapat perbedaan mekanisme koping mahasiswa kesehatan dan nonkesehatan, responden mahasiswa kesehatan cenderung menggunakan emotion focused coping dan responden mahasiswa nonkesehatan cenderung menggunakan problem focused coping.

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The Covid-19 pandemic has had several impacts, such as in the health and education aspects. Adjustment in the field of education is by distance learning. This is a new thing, both students and lecturers need to adapt to this system, this system becomes a new stress for students, both for health students and non-health students. The coping mechanisms used also change according to the existing conditions, therefore this study was conducted to determine the comparison of the coping mechanisms of health students and non-health students. This study is a comparative descriptive study with cross sectional method and involved 108 respondents from health and non-health study programs according to the inclusion and exclusion criteria. The questionnaire used is a questionnaire ways of coping scale to determine the type of coping used. The results showed that there were differences in the coping mechanisms of health and non-health students, health student respondents tended to use emotion focused coping and non-health student respondents tended to use problem focused coping.

"