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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian dan Pengukuran Psikologi: JPPP
Rahmadini, Rizqika
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Humanities Education Health Professions Neuroscience Social Sciences

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Peran Persepsi Dukungan Sosial sebagai Mediator antara Trait Mindfulness dan Motivasi Akademik Mahasiswa Rahmadini, Rizqika; Salim, Rose Mini Agoes
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 7 No. 3 (2023): October
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v7i3.58907

Abstract

Selama pembelajaran jarak jauh, mahasiswa banyak yang merasa kesulitan mempertahankan motivasi akademik. Studi terdahulu menemukan trait mindfulness dapat meningkatkan motivasi akademik, namun hubungan kedua variabel tersebut masih inkonsisten. Penelitian ini bertujuan untuk menganalisis peran persepsi dukungan sosial sebagai mediator antara trait mindfulness dan motivasi akademik pada mahasiswa yang menjalani perkuliahan jarak jauh. Tipe penelitian adalah kuantitatif non-eksperimental dengan desain cross-sectional study. Data dikumpulkan menggunakan tiga alat ukur yang telah diadaptasi yaitu Academic Motivation Scale (AMS), Mindful Attention Awareness Scale (MAAS), dan Multidimensional Scale of Perceived Social Support (MSPSS). Terdapat total 162 mahasiswa jenjang  sarjana dan pascasarjana yang menjadi partisipan. Analisis data dilakukan menggunakan mediasi model 4. Hasil penelitian menunjukkan ketiga variabel berhubungan positif dan linear, serta persepsi dukungan sosial memediasi hubungan trait mindfulness dan motivasi akademik secara penuh. Dengan demikian, semakin tinggi trait mindfulness yang dimiliki mahasiswa akan membantu mereka melihat situasi pembelajaran secara lebih positif dan menerima dukungan sosial, dan mahasiswa dapat meningkatkan pula motivasi akademik. Implikasi dari temuan ini bagi mahasiswa bisa mencoba mengembangkan praktik mindfulness dalam kehidupan kesehariannya maupun mengikuti pelatihan berbasis meditasi.
Pengalaman Pembelajaran Jarak Jauh Mahasiswa : Peran Self-Regulated Online Learning Dan Persepsi Dukungan Sosial Terhadap Motivasi Akademik Rahmadini, Rizqika; Salim, Rose Mini Agoes
Journal of Research and Measurement in Psychology: JPPP Vol 12 No 2 (2023): Jurnal Penelitian dan Pengukuran Psikologi Vol 12 No 2 Oktober 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat UNJ dan Program Studi Psikologi Fakultas Pendidikan Psikologi Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPPP.122.03

Abstract

College students have higher academic requirements and responsibilities compared to previous education levels. Being academically motivated is very important so that success at college can be achieved. However, remote learning due to COVID-19 pandemic rises new challenges for college students in maintaining their academic motivation level. Previous research has shown that self-regulated learning (SRL) and perceived social support have a significant positive relationship with academic motivation. This study aims to determine the effect of self-regulated online learning (SROL) which is SRL in an online learning environment, as well as perceived social support on the academic motivation of college students who participated in remote learning, either fully online or blended learning between online and offline. A total of 162 undergraduate and postgraduate students were involved in this study. Academic motivation is measured through the Academic Motivation Scale (AMS); SROL is measured through the Self-Regulated Online Learning (SROL) scale; and perceived social support is measured through the Multidimensional Scale of Perceived Social Support (MSPSS). The results of multiple linear regression analysis indicate that SROL and perceived social support together have a positive and significant effect of 35.9% on academic motivation. Furthermore, SROL was found to make a greater contribution to the academic motivation of college students participating in remote learning compared to perceived social support.
Co-Authors Rose Mini Agoes Salim