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"Kondisi Pembelajaran Jarak Jauh (PJJ) dapat memicu atau memperburuk academic burnout pada mahasiswa. Passion dalam belajar dapat membantu mahasiswa menghadapi tuntutan-tuntutan akademis agar terhindar dari kelelahan fisik dan emosional, serta tetap termotivasi melakukan tugas-tugas selama menjalani perkuliahan. Penelitian ini dilakukan untuk mengetahui hubungan antara passion dalam belajar dan academic burnout serta kontribusi kedua tipe passion yaitu harmonious dan obsessive passion terhadap academic burnout. Partisipan penelitian ini sejumlah 201 mahasiswa S1/D4 tahun pertama sampai tahun terakhir yang sedang mengikuti PJJ di perguruan tinggi Jabodetabek. Pada penelitian ini academic burnout diukur menggunakan Maslach Burnout Inventory - Students Survei (Arlinkasari & Rauf, 2016), sedangkan passion dalam belajar diukur menggunakan Passion Scale (Marsh et al., 2013) yang diadaptasi ke dalam konteks akademis dan Bahasa Indonesia. Analisis data menggunakan teknik statistik Pearson product-moment correlation dan multiple linear regression. Hasil penelitian menunjukkan adanya korelasi negatif dan signifikan (r = -.48, p<.01) antara passion dalam belajar dan academic burnout. Passion dalam belajar berkontribusi sebesar 21% terhadap penurunan academic burnout. Harmonious passion (β = -.40, p<.01) memiliki kontribusi lebih besar terhadap penurunan academic burnout dibandingkan obsessive passion (β = -.08, p>.05) yang artinya semakin tinggi harmonious passion mahasiswa dalam belajar, maka academic burnout nya akan semakin rendah.

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Conditions of Distance Learning (PJJ) can trigger or worsen academic burnout in university students. Passion for studying can help university students face academic demands in order to avoid physical and emotional fatigue, and stay motivated to do assignments during their studies. This research was conducted to determine the relationship between passion for studying and academic burnout and the contribution of the two types of passion, namely harmonious and obsessive passion to academic burnout. Participants in this study were 201 S1 / D4 students from the first to the last year who were following PJJ at higher education in Jabodetabek. In this study, academic burnout was measured using the Maslach Burnout Inventory - Students Survey (Arlinkasari & Rauf, 2016), while passion for studying was measured using the Passion Scale (Marsh et al., 2013) which researchers adapted to the academic context and Indonesian language. Data analysis used statistical techniques Pearson product-moment correlation and multiple linear regression. The results showed a negative and significant correlation (r = -.48, p <.01) between passion for studying and academic burnout. Passion for studying contributed 21% to the decline in academic burnout. Harmonious passion (β = -.40, p <.01) has a greater contribution to reducing academic burnout than obsessive passion (β = -.08, p> .05) which means that the higher the students' harmonious passion for studying, the lower the academic burnout will be."

"Penelitian ini berangkat dari rendahnya skor Indonesia di PISA 2018 yang berimplikasi kepada kompetensi siswa remaja di Indonesia yang sangat rendah apabila dibandingkan dengan kompetensi siswa remaja di seluruh dunia. Keterlibatan siswa di dalam kelas berperan penting dalam mengembangkan kompetensi yang dimiliki siswa. Oleh karena itu, penelitian ini bertujuan untuk mengetahui peran keterlibatan orang tua terhadap keterlibatan agentik siswa di dalam Pendidikan Jarak Jauh (PJJ). Partisipan merupakan 334 siswa kelas 12 SMA Negeri di Jabodetabek yang menjalani PJJ. Untuk mengukur keterlibatan orang tua digunakan Perception of Parents Scales (POPS) (Grolnick et al., 1991) dan Agentic Engagement Scales (AES) (Reeve, 2013) digunakan untuk mengukur keterlibatan agentik. Data penelitian dianalisis dengan regresi linier berganda untuk menguji peran keterlibatan orang tua terhadap keterlibatan agentik siswa. Hasil pengujian hipotesis menunjukkan adanya kontribusi sebesar 4,2% keterlibatan orang tua terhadap keterlibatan agentik. Keterlibatan ibu memiliki peran yang lebih besar (β = .38, p<.01) terhadap keterlibatan agentik siswa jika dibandingkan dengan keterlibatan ayah (β = .07, p>.05). Hasil dan diskusi penelitian ini memberi masukan bahwa peran orang tua walaupun kecil, memiliki peran yang signifikan dalam keterlibatan anaknya di sekolah.

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This research departs from the low score of Indonesia in PISA 2018 which has implications for the very low competence of adolescent students in Indonesia when compared to the competence of adolescent students around the world. Student engagement in the classroom plays an important role in developing student competencies. Therefore, this study aims to determine the role of parental involvement on student agentic engagement during distance learning. The participants were 334 grade 12 students at public high school in Jabodetabek who underwent distance learning. To measure parental interaction, we used Perceptions of Parents Scales (POPS) (Grolnick et al., 1991) and Agentic Engagement Scales (AES) (Reeve, 2013) were used to measure agentic engagement. The research data were analyzed by multiple linear regression to examine the role of parental involvement on student agentic engagement. The results of hypothesis testing show that there is a 4.2% contribution of parental involvement on agentic engagement. Mother's involvement had a greater role (β = .38, p<.01) on student agent engagement when compared to father's involvement (β = .07, p>.05). emphasize that the role of parents, although small, has a significant role in the engagement of their children in school."

"Selama menjalani Pembelajaran Jarak Jauh (PJJ), mahasiswa Rumpun Ilmu Kesehatan (RIK) di perguruan tinggi negeri Indonesia mengalami banyak kesulitan yang dapat mengakibatkan academic burnout. Academic burnout merupakan perasaan kelelahan akibat tuntutan akademik, perasaan sinis, serta ketidak yakinan akan kemampuan diri dalam memenuhi kewajiban sebagai seorang mahasiswa (Schaufeli et al., 2002). Salah satu faktor protektif academic burnout yaitu grit. Grit adalah minat dan kegigihan untuk mencapai tujuan jangka panjang (Duckworth et al., 2007). Penelitian ini ingin mengetahui apakah grit dapat memprediksi academic burnout pada mahasiswa RIK Perguruan Tinggi Negeri Indonesia selama PJJ dengan menggunakan Maslach Burnout Inventory – Student Survey (MBI-SS) dan Short Grit Scale (GRIT-S). Analisis regresi linear sederhana menunjukkan hasil bahwa grit dapat memprediksi secara signifikan academic burnout mahasiswa selama PJJ (N = 219, R2 = 0.27, p < .000). Pada penelitian ini ditemukan sebesar 27% grit dapat memprediksi academic burnout pada mahasiswa RIK di perguruan tinggi negeri Indonesia. Temuan ini dapat memberikan informasi sebagai pentingnya grit dalam mengantisipasi kecenderungan academic burnout bagi mahasiswa RIK perguruan tinggi negeri Indonesia.

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During distance learning, health studies students in public university Indonesia go through some difficulties that cause academic burnout. Academic burnout is feeling exhausted due to academic demands, having cynical and feeling incompetent as college students (Schaufeli et al., 2002). One of the protective factor to academic burnout is grit. Grit is consistency of interest and perseverance to reach long-term goal (Duckworth et al., 2007). The study aims to investigate if grit can predict academic burnout in public university Indonesia health studies students during distance learning with use Maslach Burnout Inventory – Student Survey (MBI-SS) and Short Grit Scale (GRIT-S). With analyzed using simple linear regression showed that grit can significantly predict academic burnout in public university Indonesia health studies students during distance learning (N = 219, R2 = .27, p < .000). In this study also found 27% grit can predict academic burnout among health studies students in public university Indonesia. This study can give any information about the importance grit anticipate academic burnout for health studies students on public university Indonesia."

"Pada dunia Pendidikan, pencapaian akademik setiap peserta didik dipengaruhi oleh berbagai hal, salah satunya adalah keterlibatan agentik atau agentic engagement. Akan tetapi, sejak diterapkannya Pembelajaran Jarak Jauh (PJJ), terjadi penurunan student engagement dalam belajar yang berdampak pada berbagai hal seperti putus sekolah. Student engagement sendiri juga dipengaruhi oleh berbagai faktor, seperti kelekatan dengan teman sebaya atau peer attachment. Oleh karena itu, penelitian ini bertujuan untuk mengetahui hubungan antara peer attachment dan agentic engagement selama PJJ. Partisipan penelitian ini terdiri dari 215 mahasiswa baru perguruan tinggi di Jabodetabek dengan rentang usia 18-21 tahun (M =19,1, SD = 0.81). Alat ukur yang digunakan adalah Agentic Engagement Scale (AES) untuk mengukur variabel agentic engagement dan Inventory of Parent and Peer Attachment (IPPA) untuk mengukur variabel peer attachment. Analisis yang dilakukan pada penelitian ini adalah analisis korelasi pearson. Hasil penelitian yang diperoleh menunjukkan bahwa peer attachment memiliki hubungan yang positif dan signifikan terhadap agentic engagement (r = 0.23, p < 0.01, r2 = 0.05). Artinya, semakin tinggi peer attachment.

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In education's world, the academic achievement of each student is influenced by various things, one of them is agentic engagement. However, since the implementation of Distance Learning (PJJ), there has been a decrease in student engagement in learning which has an impact on various things such as dropping out of school. Student engagement itself is also influenced by various factors, such as peer attachment. Therefore, this study aims to determine the relationship between peer attachment and agentic engagement during PJJ. The participants of this study consisted of 215 freshmans of higher education in Jabodetabek with an age range of 18-21 years (M = 19.1, SD = 0.81). The measuring instrument used is the Agentic Engagement Scale (AES) to measure the agentic engagement variable and the Inventory of Parent and Peer Attachment (IPPA) to measure the peer attachment variable. The analysis conducted in this research is Pearson correlation analysis. The results obtained indicate that peer attachment has a positive and significant relationship to agentic engagement (r = 0.23, p < 0.01, r2 = 0.05). That is, the higher the peer attachment to students, the higher the level of agentic engagement in learning. Vice versa."

"Pada masa pandemi Covid-19, peserta didik diharapkan dapat terlibat dan tetap termotivasi di dalam Pembelajaran Jarak Jauh melalui aplikasi daring yang rentan akan munculnya masalah teknis, dan suasana pembelajaran yang dapat menyebabkan proses pembelajaran tidak berlangsung dengan baik. Penelitian ini bertujuan melihat hubungan antara school climate dan agentic engagement peserta didik kelas 12 SMA dalam PJJ di wilayah Jabodetabek. Alat ukur yang digunakan adalah Agentic Engagement Scale (AES) untuk mengukur agentic engagement dan Delaware School Climate Survey (DSCS-S) untuk mengukur school climate. Melalui teknik convenience sampling, diperoleh partisipan dengan rentang usia 16 – 20 tahun (M = 17.69, SD = 0.84, N = 202). Analisis hasil menunjukkan adanya korelasi yang positif dan signifikan (r = 0.65, p < 0.01) antara school climate dan agentic engagement. Hasil mengindikasikan bahwa semakin baik school climate yang dipersepsikan peserta didik, maka semakin baik pula kontribusi aktif dan proaktif yang dilakukan oleh peserta didik kelas 12 SMA. Implikasi dari penelitian ini adalah penelitian ini dapat dimanfaatkan bagi pihak sekolah untuk menciptakan school climate yang baik agar agentic engagement peserta didik dalam proses pembelajaran dapat terfasilitasi lebih optimal.

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During the Covid-19 pandemic, students are expected to be involved and stay motivated in Distance Learning through online applications that are prone to technical problems, and a learning atmosphere that can cause the learning process to not go well. This study aims to examine the relationship between school climate and agentic engagement of 12th grade high school students in PJJ in Jabodetabek area. The measuring instruments used are Agentic Engagement Scale (AES) to measure agentic engagement and Delaware School Climate Survey-Student (DSCS-S) to measure school climate. Through convenience sampling technique, participants were obtained with an age range of 16 – 20 years (M = 17.69, SD = 0.84, N = 202). Analysis of the results showed a significant correlation (r = 0.65, p < 0.01) between school climate and agentic engagement. The results indicate that the better the perceived school climate, the better the active and proactive contributions made by grade 12 high school students. The implication of this research is that this research can be used by the school community to encourage a good school climate in order to create a more optimal agentic engagement."

"Agentic engagement atau keterlibatan agentik berperan penting dalam proses belajar dan pencapaian prestasi pemelajar. Untuk terlibat dalam proses belajar secara aktif, salah satu faktor yang dapat menjadi kendala pemelajar adalah merasa malu atau tidak percaya diri untuk berbicara di depan orang banyak. Dalam hal ini kepribadian diasumsikan berhubungan dengan keterlibatan pemelajar di dalam kelas. Penelitian ini bertujuan untuk melihat hubungan antara kepribadian dan agentic engagement. Partisipan penelitian ini adalah mahasiswa aktif dari universitas yang berlokasi di Jabodetabek. Agentic Engagement Scale (AES) digunakan untuk mengukur variabel agentic engagement. Kepribadian akan diukur menggunakan instrumen Mini IPIP-BFM-25. Berdasarkan hasil uji korelasi Pearson pada 294 partisipan, ditemukan korelasi yang positif dan signifikan antara dimensi extraversion, agreeableness, conscientiousness, dan openness to experience terhadap agentic engagement. Implikasi hasil penelitian ini dapat memperkaya khazanah dalam ilmu Psikologi Pendidikan dan menambah wawasan bagi pemelajar maupun pengajar tentang agentic engagement dalam mengoptimalkan proses pembelajaran.

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Agentic engagement plays an important role in the learning process and achievement of learners' achievements. To be actively involved in the learning process, one of the factors that can be an obstacle for learners is to feel embarrassed or not confident to speak in front of a crowd. In this case the personality is assumed to be related to the involvement of the learner in the classroom. This study aims to see the relationship between personality and agentic engagement. The participants of this study are active students from universities located in Jabodetabek. The Agentic Engagement Scale (AES) is used to measure agentic engagement variables. Personality will be measured using the Mini IPIP-BFM-25 instrument. Based on the results of the Pearson correlation test in 294 participants, a positive and significant correlation was found between the dimensions of extraversion, agreeableness, conscientiousness, and openness to experience to agentic engagement. The implications of the results of this study can enrich the treasures in educational psychology and add insight for learners and teachers about agentic engagement in optimizing the learning process."

"Perubahan sistem pembelajaran dari tatap muka menjadi Pembelajaran Jarak Jauh (PJJ) menyebabkan efektivitas guru menurun. Salah satu faktor yang memengaruhi efektivitas guru adalah perilaku kerja inovatif guru. Akan tetapi, penelitian terdahulu masih menunjukkan adanya inkonsistensi antara hubungan keduanya. Adaptabilitas dipilih sebagai variabel mediator. Perilaku kerja inovatif dapat memengaruhi adaptabilitas dan adaptabilitas dapat memengaruhi efektivitas guru. Penelitian ini bertujuan untuk menguji peran adaptabilitas sebagai mediator antara hubungan perilaku kerja inovatif dan efektivitas guru. Efektivitas guru diukur menggunakan Teacher Effectiveness Scale (TSE), perilaku kerja inovatif diukur menggunakan Skala Perilaku Kerja Inovatif, dan adaptabiltias diukur menggunakan The Adaptability Scale. Pengambilan data penelitian dilakukan menggunakan kuesioner daring dan cetak kepada guru SMA di wilayah Jabodetabek yang sedang menjalani Pembelajaran Jarak Jauh (PJJ). Analisis data penelitian dilakukan dengan model regresi mediasi menggunakan program makro PROCESS oleh Hayes. Hasil penelitian menunjukkan bahwa adaptabilitas memediasi hubungan antara perilaku kerja inovatif dan efektivitas guru. Oleh karena itu, penting bagi guru untuk meningkatkan perilaku kerja inovatifnya agar dapat meningkatkan adaptabilitas yang diikuti dengan peningkatan efektivitas guru.

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The change in the learning system to distance learning causes teachers to lack effectiveness. One of the factors that predicted teacher effectiveness is innovative work behavior. However, the previous studies found an inconsistency between the relationship of innovative work behavior and teacher effectiveness. Adaptability was selected as the mediator variable. Innovative work behavior could predict adaptability and adaptability could predict teacher effectiveness. This study examines the role of adaptability as a mediator in the relationship between innovative work behavior and teacher effectiveness among senior high school teachers in the distance learning context. Teacher effectiveness was measured by Teacher Effectiveness Scale (TES), innovative work behavior was measured by Skala Perilaku Kerja Inovatif, and adaptability was measured by The Adaptability Scale. The respondents of this study are senior high school teachers in Jabodetabek area who were undergoing distance learning which acquired through an online and paper-based questionnaire. A regression mediation analysis model was conducted to test the study’s hypothesis using macro program PROCESS by Hayes. The result of the analysis shows that adaptability mediating the relationship between innovative work behavior and teacher effectiveness. Therefore, innovative work behavior is important to be possessed by teachers in order to improving teacher’s adaptability and eventually followed by the improvement of teacher effectiveness."

"Pandemi Covid-19 menciptakan perubahan pada sistem pendidikan formal di Indonesia. Pembelajaran Jarak Jauh adalah metode pembelajaran yang diterapkan untuk mengantisipasi penyebaran Virus Covid-19. Kesenjangan akses teknologi dan infrastuktur setiap daerah memberikan dampak pada pelaksanaan metode pembelajaran jarak jauh yang diterapkan pada pendidikan formal. Hadirnya komunitas belajar dapat menjadi pendidikan alternatif untuk mengatasi kekurangan dan membantu proses pembelajaran formal. Penelitian ini mengkaji peran Komunitas Belajar Kelas Main sebagai learning communities dalam kebijakan Pembelajaran Jarak Jauh (PJJ) pada masa pandemi Covid-19 di Desa Warnajati. Penelitian ini menggunakan pendekatan kualitatif dengan metode etnografi. Teknik pengumpulan data dilakukan melalui wawancara dan observasi serta studi kepustakaan. Temuan Penelitian menunjukan adanya upaya dari Komunitas Belajar Kelas Main untuk berperan dalam pelaksanaan Pembelajaran Jarak Jauh (PJJ) di Desa Warnajati. Upaya tersebut dilakukan melalui pelaksanaan program pendukung pembelajaran formal (mata pelajaran matematika dan bahasa Inggris), program pembelajaran kontekstual (PHBS, edukasi seksual untuk anak, bertani, beternak, botram, olahraga), program adaptasi teknologi (berupa pelatihan penggunaan gadget dan aplikasi pembelajaran) dan pemanfaatan media sosial.

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The Covid-19 pandemic has created changes to the formal education system in Indonesia. Distance Learning (PJJ) is a learning method applied to anticipate the spread of the Covid-19 Virus. Gaps in access to technology and infrastructure in each region have an impact on the implementation of distance learning (PJJ) methods applied to formal education. The presence of a learning community can be an educational alternative to overcome deficiencies and assist the formal learning process. This study examines the role of the Kelas Main as a Learning Community in the Distance Learning (PJJ) Policy during the Covid-19 pandemic in Warnajati Village. This study uses an ethnographic approach. Data collection techniques were carried out through interviews and observations as well as literature study. Research findings indicate that there are efforts from the Kelas Main Learning Community to play a role in the implementation of Distance Learning (PJJ) in Warnajati Village. These efforts are carried out through formal learning support programs (mathematical and English subjects), contextual learning programs (PHBS, sexual education for children, farming, animal husbandry, botram, sports), technology adaptation programs (in the form of training on the use of gadgets and learning applications) and use of social media. The implementation of the program shows that the Kelas Main Learning Community can be identified as a learning community and educational institution that organizes learning activities with the aim of meeting educational needs in Warnajati Village, by integrating elements of purpose and interest, collaboration, respecting diversity, potential and results."

"Penelitian ini bertujuan untuk melihat kontribusi atau peran trait kepribadian terhadap academic burnout pada siswa kelas 3 SMA Negeri di Jakarta, khususnya pada Pembelajaran Jarak Jauh (PJJ) selama masa pandemi Covid-19. Dalam pelaksanaannya, PJJ memiliki dampak yang membuat pembelajaran menjadi kurang efektif, sehingga memengaruhi kondisi mental sosial emosional siswa. Kendala-kendala yang muncul dan beban tugas selama PJJ menyebabkan siswa dapat merasa lelah secara emosional, tidak merasa mampu dalam menyelesaikan tugas, dan menjadi tidak peduli terhadap kegiatan belajarnya. Dengan kata lain siswa mengalami academic burnout. Penelitian ini dilakukan pada 357 siswa kelas 3 SMAN di Jakarta. Academic burnout diukur dengan menggunakan Maslach Burnout Inventory – Student Survey (MBI-SS). Sementara itu kepribadian siswa diukur menggunakan IPIP-BFM-25. Hasil perhitungan Pearson correlation menunjukkan bahwa kelima trait kepribadian (extraversion, agreeableness, conscientiousness, emotional stability, dan intellect) memiliki hubungan yang negatif dan signifikan dengan academic burnout. Hasil analisis lanjutan menunjukkan bahwa kecuali trait extraversion, empat trait kepribadian lainnya memiliki kontribusi yang signifikan terhadap munculnya academic burnout pada siswa

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This study aims to see the influence and contribution of personality traits on academic burnout in grade 12 public high school students in Jakarta, especially during the PJJ or Distance Learning period. Throughout its implementation PJJ has made learning less effective, thus affecting the social emotional state of students. Constraints and the workload during PJJ cause students to feel emotionally tired, incapable of completing assignments, and become indifferent towards their academic activities. In other words, students experience academic burnout. The study was conducted on 357 12th graders at SMAN in Jakarta. Academic burnout was measured using the Maslach Burnout Inventory - Student Survey (MBI-SS). Meanwhile, student personality is measured using IPIP-BFM-25. The results of the Pearson correlation calculation show that the five personality traits (extraversion, agreeableness, conscientiousness, emotional stability, and intellect) have a negative and significant relationship with academic burnout. Further analysis show that except for extraversion, four other personality traits have a significant contribution to the emergence of academic burnout in students"

"Mahasiswa memiliki banyak tuntutan dan tekanan dalam menghadapi tugas-tugas pembelajaran di kampus. Salah satu tekanan yang dihadapi mahasiswa sekarang ini adalah pemberlakuan Pembelajaran Jarak Jauh (PJJ) oleh Kemendikbud karena pandemi Covid-19. PJJ dapat mengakibatkan masalah bagi mahasiswa pada saat melakukan pembelajaran, salah satunya adalah academic burnout. Salah satu faktor yang dapat mencegah mahasiswa mengalami academic burnout adalah academic buoyancy. Penelitian ini bertujuan untuk mengetahui hubungan academic buoyancy dan academic burnout mahasiswa dalam pembelajaran jarak jauh pada masa pandemi Covid-19. Pengukuran academic burnout menggunakan Maslach Burnout Inventory-Student Survey (MBI-SS) sedangkan, pengukuran academic buoyancy menggunakan Academic Buoyancy Scale (ABS). Partisipan untuk penelitian ini adalah 201 mahasiwa Fakultas Psikologi Universitas Indonesia. Pengolahan data statistik menggunakan teknik korelasi Pearson untuk mengetahui hubungan academic buoyancy dan academic burnout. Hasil penelitian menemukan bahwa academic buoyancy memiliki hubungan negatif yang signifikan dan academic burnout pada mahasiswa yang melaksanakan PJJ pada masa pandemi Covid-19.

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College students faces a lot of demands and challenges from their studies to preparing themselves for their future especially in workplaces. One of the challenges that the students facing nowadays is online learning during the Covid-19 pandemic. Online learning can cause problems for students during their studies, one of them are academic burnout. One of the factors that can prevent academic burnout is academic buoyancy. The aim of this study was to know the relationship between academic buoyancy and academic burnout in college students during online learning in the Covid-19 pandemic situation. The measurement of this study is using Maslach Burnout Inventory-Student Survey (MBI-SS) for academic burnout and Academic Buoyancy Scale (ABS) for academic buoyancy. Data of 201 psychology students of Universitas Indonesia was collected and Pearson Correlation technique was used to identify the relationship between academic buoyancy and academic burnout. The results showed that academic buoyancy has a significant and negative association to academic burnout in college students during online learning in Covid-19 pandemic.

 

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