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All Journal International Journal of Educational Management and Innovation (IJEMI) International Journal of Ethno-Sciences and Education Research
Putri, Aulia Asyifani
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Transportation Other

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Student Self-Efficacy and Readiness in Higher Education: Their Impact On Student Participation In National Academic Innovation Programs (MBKM) Thahir, Muthahharah; Widiawati, Widiawati; Rachmaniar, Ananda; Putri, Aulia Asyifani
International Journal of Educational Management and Innovation Vol. 6 No. 3 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i3.14109

Abstract

Background/purpose. The Merdeka Belajar Kampus Merdeka (MBKM) program is a higher education policy designed to foster student autonomy through experiential learning across campuses and industry settings. However, student participation in this program remains suboptimal, potentially influenced by internal factors such as self-efficacy and learning readiness. This study aims to examine the influence of self-efficacy and student readiness on the interest in participating in the MBKM program at Ma’soem University.Materials/methods. This research employed a quantitative approach using a survey method involving 318 active undergraduate students. The research instrument was a five-point Likert scale questionnaire, which had undergone validity and reliability testing using SPSS. Data were collected both in person and via Google Forms, following a prior explanation of the study's purpose and instructions for completion. Data analysis was conducted using multiple linear regression with the assistance of JASP software, preceded by classical assumption testing as prerequisites.Results. The results indicate that self-efficacy and student readiness jointly have a significant influence on students’ interest in participating in the MBKM program, with a coefficient of determination (R²) of 0.517, equivalent to 51.7%. The resulting regression equation is Ŷ = 4.436 + 0.487X₁ + 0.475X₂, demonstrating a positive contribution of both variables to student interest.Conclusion. Self-efficacy and learning readiness significantly affect students’ interest in participating in the MBKM program. These findings highlight the importance for higher education administrators to strengthen the development of students’ personal and academic capacities to promote active participation in the MBKM policy
Exploring Differences in Learning Interest Between First-Year and Second-Year Undergraduate Students Thahir, Muthahharah; Putri, Aulia Asyifani; Julius, Andre; Widiawati, Widiawati
International Journal of Ethno-Sciences and Education Research Vol. 5 No. 4 (2025): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i4.1090

Abstract

This study aims to explore the differences in learning interest between first-year and second-year undergraduate students in a higher education context. Learning interest is a crucial component of student engagement, encompassing emotional responses, attention, participation, and intrinsic motivation. The research employed a quantitative approach using a descriptive comparative design. A total of 301 students from Universitas Ma’soem were selected as respondents through stratified proportional random sampling. Data were collected using a validated questionnaire based on four indicators of student interest and analyzed using JASP software. Descriptive analysis revealed that second-year students demonstrated higher levels of learning interest (M = 93.558, SD = 8.809) compared to first-year students (M = 90.844, SD = 7.572). The data for both groups were normally distributed, as confirmed by the Shapiro–Wilk test. The assumption of homogeneity of variances was met based on Levene’s Test. Further inferential analysis using one-way ANOVA indicated a significant difference in learning interest between the two groups, with F(1,299) = 8.238 and p = 0.004. The findings suggest that students’ learning interest tends to increase as they progress academically, likely due to greater familiarity with learning environments, improved self-regulation, and stronger academic identity. These results imply the need for tailored instructional strategies that consider students’ academic stage. Early interventions for first-year students may be essential to foster engagement, while more complex, autonomous learning experiences may be appropriate for second-year students. This study contributes to a deeper understanding of student engagement dynamics across different academic levels in higher education.
Co-Authors Julius, Andre Rachmaniar, Ananda Thahir, Muthahharah Widiawati Widiawati, Widiawati