PENGARUH DUKUNGAN SOSIAL DAN KONSEP DIRI TERHADAP MOTIVASI BELAJAR MAHASISWA (STUDI PADA MASA PANDEMI COVID-19) - Tasya Ramadona; Monika Monika (Jurnal Muara Ilmu Sosial, Humaniora, dan Seni, 2022)
Pada masa pandemi COVID-19, motivasi belajar mahasiswa memiliki perubahan dikarenakan pembelajaran daring yang menyebabkan mahasiswa tidak terlalu termotivasi dalam belajar. Pembelajaran yang dilakukan di rumah dirasa kurang efektif. Oleh karena itu, perlu diperhatikan faktor yang dapat membuat motivasi belajar mahasiswa kembali stabil selama pembelajaran daring pada saat pandemi COVID-19. Beberapa penelitian sebelumnya diketahui terdapat hubungan yang signifikan antara dukungan sosial dengan motivasi belajar mahasiswa juga konsep diri dengan motivasi belajar mahasiswa. Penelitian ini bertujuan untuk menguji pengaruh dukungan sosial dan konsep diri terhadap motivasi belajar mahasiswa pada masa pandemi COVID-19. Partisipan penelitian ini terdiri dari 474 mahasiswa dengan rentang usia 18-25 tahun yang berasal dari universitas negeri maupun swasta dan sedang menjalani perkuliahan daring. Alat ukur yang digunakan adalah Academic Motivation Scale, Multidimentional Scale of Perceived Social Support, dan Personal Self-Concept (PSC) Questionnaire. Pengambilan data menggunakan teknik sampling convenienve sampling dengan jenis penelitian yaitu kuantitatif non-eksperimental. Pengujian analisis menghasilkan bahwa seluruh hipotesis dapat diterima yaitu, (1) dukungan sosial mempengaruhi motivasi belajar mahasiswa sebesar 15.2%, (2) konsep diri mempengaruhi motivasi belajar mahasiswa sebesar 1.4%, dan (3) dukungan sosial dan konsep diri mempengaruhi motivasi belajar mahasiswa sebesar 15.3% serta 84.7% lainnya dipengaruhi dari faktor lain yang tidak dibahas dalam penelitian ini. Â  During the COVID-19 pandemic, college students learning motivation has changed because of online learning which makes college students not very motivated to learn. Learning at home felt less effective. Therefore, important to note the factors that can make college studentsâ€™ learning motivation back stable during online learning on the COVID-19 pandemic. Some previous research shows that there is a significant relationship between social support and college student learning motivation as well as self-concept and college student learning motivation. The purpose of this research is to find out the effect of social support and self-concept on college student learning motivation during the COVID-19 pandemic. The participants of this study consisted of 474 college students with an age range of 18-25 years from the public nor private universities and currently doing an online college class. The researcher uses three instruments, those are Academic Motivation Scale, the Multidimensional Scale of Perceived Social Support, and the Personal Self-Concept (PSC) Questionnaire. Retrieval of data using convenience sampling technique with the non-experimental quantitative as the type of this research. Analysis of the hypothesis shows that all the hypotheses can be acceptable, that is, (1) social support significantly affect college student learning motivation in the amount of 15.2%, (2) self-concept significantly affect college student learning motivation in the amount of 1.4%, and (3) social support and self-concept significantly affect college student learning motivation in the amount of 15.3% and the other 84.7% is affected by another factor that is not discussed in this research.