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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Halley Yudhistira
Universitas Indonesia
Education Social Sciences Other

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ANALYSIS OF THE INFLUENCE OF LINEARITY OF STUDY FIELDS ON THE SUCCESS OF STUDIES OF SCHOLARSHIP RECIPIENTS OF EDUCATION FUND MANAGEMENT INSTITUTIONS Shabahul Arafi; Halley Yudhistira
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9697

Abstract

This study examines the association between field of study linearity and the academic success of LPDP scholarship recipients, using a dataset of 17,810 alumni. The independent variables include the linearity of the study field at both cluster and sub-cluster levels. Control variables include initial GPA, marital status, age at the start of study, ranking of both the origin and destination universities, level of study, and study cluster. Academic success is measured through graduation timeliness, final GPA, and total study duration. Using binary logistic regression and linear regression analysis, the results show that linearity is significantly associated with certain aspects of academic success, particularly study duration and final GPA. For study duration, the positive regression coefficient indicates that linearity is associated with a longer study duration rather than greater efficiency. For graduation status, the estimated odds ratio and marginal effect indicate a negative association with linearity. The association at the sub-cluster level is more prominent than at the cluster level, although its direction and magnitude vary across academic outcomes. Moreover, the relationship between linearity and academic success varies by education level, scholarship type, gender, and study destination country. These findings provide empirical evidence for scholarship selection policies by indicating that the relationship between academic background alignment and subsequent academic outcomes is not uniformly positive and should therefore be considered alongside other factors in supporting Indonesia’s development priorities.
Co-Authors Shabahul Arafi