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"Perubahan metode belajar menjadi pembelajaran jarak jauh membuat murid perlu beradaptasi dengan cara yang baru. Proses adaptasi ini menimbulkan permasalahan seperti penurunan motivasi akademis. Penelitian ini menggunakan desain korelasional untuk menguji hubungan antara kelekatan dengan orang tua terhadap motivasi akademis yang dimediasi oleh dukungan guru. Sebanyak 156 murid SMA/SMK mengisi kuesioner daring yang disebarkan melalui platform twitter dan line. Hasil analisis mediasi menunjukkan dukungan guru berperan sebagai mediator, walaupun hanya secara parsial, pada hubungan antara kelekatan dengan orang tua terhadap motivasi akademis (b = .0323, SE = .0164, 95% CI[.0036, .0680]). Hal ini disebabkan efek langsung dari variabel kelekatan dengan orang tua terhadap motivasi akademis lebih besar dibanding menggunakan mediator (b = .1761, SE = .0400, 95% CI[.0970, .2522]. Penelitian ini menunjukkan pentingnya kelekatan dengan orang tua dalam membangun motivasi akademis sehingga murid dapat menjalankan kegiatan belajar dengan optimal. Diskusi dan saran terlampir pada bab terakhir untuk dapat digunakan pada penelitian selanjutnya.

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The change in learning methods into distance learning makes students need to adapt in new ways. This adaptation process raises problems such as a decrease in academic motivation. This study used a correlational design to examine the relationship between parental attachment to academic motivation mediated by teacher support. Participants (N = 156) were high school students spread across various regions in Indonesia and filled out an online questionnaire which was distributed through twitter and line. The results of the mediation analysis show that teacher support acts as a mediator, although only partially, on the relationship between attachment to parents and academic motivation (b = .0323, SE = .0164, 95% CI[.0036, .0680]). This is because the direct effect of the parental attachment variable on academic motivation is greater than using a mediator (b = .1761, SE = .0400, 95% CI [.0970, .2522]. This study shows the importance of bonding with parents in building academic motivation so that students can carry out learning activities optimally. Discussions and suggestions related to the results of the research are attached in the last chapter."

"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."

"The central message of this book can be summarized in one sentence: It is still important to create adequate demand for education, especially from certain sections of society, along with improvements in the supply or provision of schooling, if we want to address the known problems in this regard in India. This is evident from the fact that certain socio-economic factors act as significant determinants of not only-non-enrolment, dropouts, irregular attendance-but also inadequate learning in Indian schools. It is also noted that mere growth in income or expansion of economic opportunities need not encourage all sections of parents to use schooling for their children. Hence, demand-side interventions (which may include social interventions beyond the provision of monetary incentives) continue to be important in Indian context. Conventional demand-side interventions like midday meal seem to be ineffective in the current context when unskilled wage rates have increased and a meal at school may not be a serious attraction to send kids to school. Though the Right to Education (RTE) Act can be interpreted as a demand-side intervention since denying education to a child is reckoned as an unconstitutional act there, it may also be not that effective in ensuring quality schooling for all. It does not have an enforcement machinery to see that all children attend school on a regular basis. The book also examines different social interventions attempted in different parts of the world which enabled the creation generation of demand for schooling and draws a few practical lessons."

"Nilai rata-rata siswa Indonesia dalam pelajaran Matematika cenderung rendah. Mereka pun kerap mengalami kesulitan dan mudah bosan saat proses pembelajaran Matematika berlangsung, terutama para siswa SMA. Hal ini mencirikan bahwa mereka kurang terlibat dalam pelajaran Matematika. Adapun salah satu faktor yang berperan terhadap keterlibatan siswa adalah motivasi akademik, karena merupakan prasyarat dan elemen yang dibutuhkan dari keterlibatan itu sendiri. Karenanya, penelitian ini bertujuan untuk melihat peran motivasi akademik terhadap keterlibatan siswa SMA dalam pelajaran Matematika. Variabel motivasi akademik dalam penelitian ini akan diukur menggunakan Academic Motivation Scale (AMS)-Short Indonesian Language Version (Natalya, 2018), dan keterlibatan siswa dalam Matematika akan menggunakan University Student Engagement Inventory (USEI) (Maroco et al., 2016). Pengambilan data penelitian dilakukan secara daring dengan menyebarkan kuesioner kepada partisipan penelitian, yakni siswa SMA di Jabodetabek yang menjalani sistem PTM. Data penelitian kemudian diolah menggunakan teknik analisis regresi linear sederhana. Hasil penelitian menunjukkan bahwa motivasi akademik mampu memprediksikan dan dapat menjelaskan 18.9% varians pada keterlibatan siswa dalam Matematika. Oleh karena itu, para guru dan sekolah di Indonesia dapat merancang metode pembelajaran yang mempertimbangkan motivasi akademik terhadap proses pembelajaran agar keterlibatan siswa mengalami peningkatan, terutama dalam pelajaran Matematika.

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The average score of Indonesian students in Mathematics tends to be low. They also often experience difficulties and get bored easily during the Mathematics learning process, especially high school students. This characterizes that they are less engaged in Mathematics. One of the factors that contribute to student engagement is academic motivation, because it is a precursor and an element needed from the engagement. Therefore, this study aims to see the role of academic motivation on high school students’ engagement in Mathematics. The academic motivation variable in this study will be measured using the Academic Motivation Scale (AMS) - Short Indonesian Language Version (Natalya, 2018), and student engagement in Mathematics will using the University Student Engagement Inventory (USEI) (Maroco et al., 2016). Research data collection was carried out online by distributing questionnaires to research participants, which are high school students in Jabodetabek that use the PTM system. Then the research data was processed using a simple linear regression analysis technique. The result showed that academic motivation could predict and explain 18.9% of the variance in student engagement in Mathematics. Therefore, teachers and schools in Indonesia could design learning methods that consider academic motivation in the learning process to increase student engagement, especially in Mathematics"

"Pandemi Covid-19 telah memaksa Indonesia menggeser pembelajaran tatap muka menjadi pembelajaran daring. Dalam pelaksanaannya ditemui berbagai macam hambatan dari faktor sosial, faktor aksesibilitas, dan faktor kapabilitas guru. Penelitian ini dilakukan untuk mengetahui gambaran persepsi ketiga faktor tersebut oleh peserta didik SMA/SMK dan guru SMA/SMK pada pembelajaran daring di masa pandemi Covid-19. Partisipan penelitian ini terdiri dari 121 peserta didik SMA/SMK dan 99 guru SMA/SMK yang berdomisili di Jabodetabek dan luar Jabodetabek. Penelitian ini dilakukan dengan metode komparatif menggunakan alat ukur faktor penghambat untuk mengukur persepsi ketiga faktor tersebut. Hasil penelitian menunjukan peserta didik SMA/SMK dan guru SMA/SMK memiliki persepsi yang sama terkait faktor sosial, faktor kapabilitas pengajar dan faktor aksesibilitas. Namun, jika dilihat per item terdapat perbedaan persepsi yang signifikan pada salah satu item dari faktor sosial. Kemudian jika dilihat dari domisilinya, terdapat perbedaan yang sigfikan pada persepsi faktor aksesibilitas antara guru yang berdomisili di Jabodetabek dan di luar Jabodetabek begitu juga dengan peserta didik yang berdomisili di jabodetabek dan di luar Jabodetabek.

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The Covid-19 pandemic has forced Indonesia to shift face-to-face learning to online learning. In its implementation, various obstacles were encountered, from social factors, accessibility factors, and teacher capability factors. This study was conducted to describe the perception of these three factors by High School and Vocational High School Teacher and Student towards online learning during the Covid-19 pandemic. The participants of this study consisted of 121 students and 99 teachers domiciled in Greater Jakarta and outside Greater Jakarta. This research was conducted using a comparative method using an faktor penghambat measuring instrument to measure the perception of these three factors. The results showed that High School and Vocational High School students and teachers had the same perception regarding social factors, teacher capability factors and accessibility factors. However, when viewed per item, there is a significant difference in perception on one item of social factors. Then when viewed from the domicile, there is a significant difference in the perception of the accessibility factor between teachers who live in Greater Jakarta and outside Greater Jakarta as well as students who live in Greater Jakarta and outside Greater Jakarta."

"Nilai rata-rata siswa Indonesia dalam pelajaran Matematika cenderung rendah. Mereka pun kerap mengalami kesulitan dan mudah bosan saat proses pembelajaran Matematika berlangsung, terutama para siswa SMA. Hal ini mencirikan bahwa mereka kurang terlibat dalam pelajaran Matematika. Adapun salah satu faktor yang berperan terhadap keterlibatan siswa adalah motivasi akademik, karena merupakan prasyarat dan elemen yang dibutuhkan dari keterlibatan itu sendiri. Karenanya, penelitian ini bertujuan untuk melihat peran motivasi akademik terhadap keterlibatan siswa SMA dalam pelajaran Matematika. Variabel motivasi akademik dalam penelitian ini akan diukur menggunakan Academic Motivation Scale (AMS) - Short Indonesian Language Version (Natalya, 2018), dan keterlibatan siswa dalam Matematika akan menggunakan University Student Engagement Inventory (USEI) (Maroco et al., 2016). Pengambilan data penelitian dilakukan secara daring dengan menyebarkan kuesioner kepada partisipan penelitian, yakni siswa SMA di Jabodetabek yang menjalani sistem PTM. Data penelitian kemudian diolah menggunakan teknik analisis regresi linear sederhana. Hasil penelitian menunjukkan bahwa motivasi akademik mampu memprediksikan dan dapat menjelaskan 18.9% varians pada keterlibatan siswa dalam Matematika. Oleh karena itu, para guru dan sekolah di Indonesia dapat merancang metode pembelajaran yang mempertimbangkan motivasi akademik terhadap proses pembelajaran agar keterlibatan siswa mengalami peningkatan, terutama dalam pelajaran Matematika.

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The average score of Indonesian students in Mathematics tends to be low. They also often experience difficulties and get bored easily during the Mathematics learning process, especially high school students. This characterizes that they are less engaged in Mathematics. One of the factors that contribute to student engagement is academic motivation, because it is a precursor and an element needed from the engagement. Therefore, this study aims to see the role of academic motivation on high school students’ engagement in Mathematics. The academic motivation variable in this study will be measured using the Academic Motivation Scale (AMS) - Short Indonesian Language Version (Natalya, 2018), and student engagement in Mathematics will using the University Student Engagement Inventory (USEI) (Maroco et al., 2016). Research data collection was carried out online by distributing questionnaires to research participants, which are high school students in Jabodetabek that use the PTM system. Then the research data was processed using a simple linear regression analysis technique. The result showed that academic motivation could predict and explain 18.9% of the variance in student engagement in Mathematics. Therefore, teachers and schools in Indonesia could design learning methods that consider academic motivation in the learning process to increase student engagement, especially in Mathematics."

"Pandemi COVID-19 berdampak pada berbagai aspek termasuk pendidikan, mencakup tingkat stres dan motivasi belajar siswa kelas XII SMA. Prevalensi tinggi pada tingkat stres di masa pandemi maupun transisi kerap kali ditemui, terutama pada siswa-siswi. Penelitian ini bertujuan untuk mengidentifikasi hubungan tingkat stres dan motivasi belajar siswa-siswi kelas XII SMA wilayah Jakarta Timur di masa transisi pandemi COVID-19. Sampel penelitian ini adalah 434 siswa-siswi SMA di Wilayah Jakarta Timur dengan desain penelitian deskriptif korelasional, pendekatan kuantitatif cross-sectional. Penelitian ini menggunakan instrumen Perceived Stress Scale (PSS-10) dan Motivated Strategies for Learning Questionnaire (MSLQ). Hasil penelitian dilakukan dengan Uji T-Test menghasilkan adanya hubungan signifikan antara tingkat stres dan motivasi belajar siswa-siswi kelas XII SMAN Wilayah Jakarta Timur pada Masa Transisi Pandemi COVID-19 (P Value=0,014). Berdasarkan hasil penelitian, peneliti merekomendasikan seluruh pihak termasuk institusi pendidikan untuk melakukan berbagai upaya yang dapat meminimalisir tingginya tingkat stres, meningkatkan motivasi belajar, melakukan bimbingan konseling, dan mengevaluasi program pendidikan baik secara umum maupun secara khusus melalui kebutuhan dasar, kesehatan mental keluarga, anak, dan komunitas.

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The COVID-19 pandemic impacted various aspects such as education, stress levels, and learning motivation of class XII high school students. A high prevalence of stress levels during pandemics and transitions is often found, especially among students. This study aims to identify the relationship between stress levels and learning motivation of class XII students at East Jakarta regional high school during the transition period of the COVID-19 pandemic. The sample of this research was 434 high school students in East Jakarta with a correlational descriptive research design and a cross-sectional quantitative approach. This study used the Perceived Stress Scale (PSS-10) and Motivated Strategies for Learning Questionnaire (MSLQ) instruments. The results of the research were carried out using the T-Test which resulted in a significant relationship between stress levels and learning motivation of class XII students in East Jakarta Regional Public High School during the COVID-19 Pandemic Transition Period (P Value = 0.014). Based on the research findings, the researchers recommend all parties together with educational institutions to make various efforts in order to minimize high levels of stress, increase learning motivation, conduct counseling, and evaluate educational programs both in general and specifically through basic needs, family mental health, children, and community."

"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."

"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."