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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan
Augusto da Costa
Instituto Superior Crista
Education

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Prevalence of academic resilience of social science students in facing the industry 5.0 era Indriyana Rachmawati; Widya Multisari; T. Triyono; Irene Maya Simon; Augusto da Costa
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i2.21175

Abstract

Academic resilience is an individual's academic resilience in facing academic pressure. In fact, in the industry 5.0 era resilience is needed by individuals to face various challenges in the future. This study determined the prevalence of academic resilience of Social Science students in facing the industry 5.0 era. This research employed survey design. The sample was 116 students of Social Sciences who were selected using proportional stratified random sampling technique. The data collection used academic resilience questionnaire. It was tested for validity and reliability with a KMO and Bartlett's Test value of 0.741. The data was analyzed descriptively. Students' academic resilience was shown by having competence, self-confidence, character, commitment, interest, and self-control to overcome difficult situations at hand. Commitment is an important aspect for individuals to be tough in academic situations.
Motivation contribution to religious learning behavior during the covid pandemic Adi Atmoko; Masyhuri Machfudz; Rosichin Mansur; Augusto Da Costa
Jurnal Cakrawala Pendidikan Vol 41, No 1 (2022): Cakrawala Pendidikan (February 2022)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v41i1.43255

Abstract

The Indonesian Minister of Education designed the 2013 school curriculum (K13) to activate students’ learning behavior but there is low-intensity research in it. Hence, this study aims to explain the contribution of achievement, affiliation, power, and religious motivation to learning behavior in Islamic Religion that applies K13 during the pandemic in adolescent students. It employed a causal relationship-explanation design involving 201 samples selected through random stratification representing 795 student population aged 13-16 years, grades 7th, 8th, and 9th from 26 parallel classes. Data were collected through a five scales test for item validity ≥ 0.3 and Cronbach Alpha reliability by 0.6 - 0.904, and then analyzed via multiple regression. The results showed that the theoretical regression model was empirically fit (sig F (201) = 0.000 0.05). The contribution of the four predictor motivations in the model together was 72.9 percent on learning behavior. Achievement, affiliation, and religious motivation could contribute in increasing learning behavior, but power motivation demonstrated otherwise. Consequently, teachers need to guide adolescent students to increase achievement motivation, religion, and affiliation but reduce power motivation at an ideal level to improve student learning behavior.
Co-Authors Adi Atmoko Indriyana Rachmawati Irene Maya Simon, Irene Masyhuri Masyhuri Rosichin Mansur Triyono Triyono Widya Multisari