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"Pembelajaran Jarak Jauh (PJJ) selama pandemi COVID-19 memberikan tantangan bagi mahasiswa untuk menjaga motivasi akademiknya. Mahasiswa secara umum dinilai memiliki beban akademik dan non-akademik yang lebih berat dibandingkan jenjang pendidikan sebelumnya. Oleh karena itu, perlu diteliti lebih lanjut variabel apa saja yang berperan penting terhadap motivasi akademik mahasiswa. Penelitian ini bertujuan untuk menguji peran self-regulated learning dan persepsi dukungan sosial sebagai mediator dalam hubungan mindfulness dan motivasi akademik mahasiswa yang berkuliah secara PJJ. Partisipan penelitian terdiri dari 161 orang mahasiswa yang berkuliah di Indonesia secara PJJ karena pandemi COVID-19. Terdapat empat alat ukur yang digunakan yaitu Academic Motivation Scale (AMS), Mindful Attention Awareness Scale (MAAS), Self-Regulated Online Learning (SROL) dan Multidimensional Scale of Perceived Social Support (MSPSS). Data diambil melalui kuesioner daring dan dianalisis dengan model mediasi. Hasil penelitian menunjukkan self-regulated learning tidak memediasi hubungan mindfulness dan motivasi akademik. Peningkatan mindfulness tidak berdampak pada peningkatan self-regulated learning kendati self-regulated learning ditemukan dapat memprediksi motivasi akademik secara positif dan signifikan. Pada sisi lainnya, persepsi dukungan sosial memediasi hubungan antara mindfulness dengan motivasi akademik. Mindfulness dapat membantu peningkatan persepsi dukungan sosial yang dirasakan mahasiswa yang kemudian berdampak pula pada peningkatan motivasi akademik mahasiswa.

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Distance learning during the COVID-19 pandemic posed challenge for university students to maintain their academic motivation. University students have a heavier academic and non-academic workload compared to previous levels of education. Therefore, it is important to investigate what variables play significant role in university students’ academic motivation. This study aims to examine the role of self-regulated learning and perceived social support as mediators in the relationship between mindfulness and academic motivation among university students who participated in distance learning. Participants were 161 university students in Indonesia who participated in distance learning during COVID-19 pandemic. Four instruments were used, namely: Academic Motivation Scale (AMS), Mindful Attention Awareness Scale (MAAS), Self-Regulated Online Learning (SROL) and Multidimensional Scale of Perceived Social Support (MSPSS). The results indicated self-regulated learning did not mediate the relationship between mindfulness and academic motivation. Increased mindfulness did not increase self-regulated learning, even though self-regulated learning was found to predict academic motivation significantly positive. On the other hand, perceived social support was found to mediate the relationship between mindfulness and academic motivation. These results revealed that mindfulness can help university students to increase their perceived social support which then also has an impact on increasing their academic motivation."

"Metode pembelajaran jarak jauh yang diterapkan di Indonesia memunculkan berbagai kendala bagi siswa. Seperti beban tugas, kejenuhan, rasa malas dan kurang peduli pada sekolah, yang pada akhirnya berdampak pada penurunan motivasi akademik. Penelitian ini bertujuan untuk mengetahui apakah terdapat peran dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan terhadap motivasi akademik. Partisipan penelitian ini adalah siswa SMA di Indonesia yang sedang menjalani pembelajaran jarak jauh (N=223). Terdapat tiga alat ukur yang digunakan dalam penelitian ini, yakni Academic Motivation Scale Short Indonesian Version untuk mengukur motivasi akademik, Social Provisions Scale untuk mengukur dukungan sosial dari orang tua yang dipersepsikan oleh siswa, dan Self-Regulated Online Learning untuk mengukur self-regulated learning. Data yang dikumpulkan kemudian diolah menggunakan teknik statistik analisis regresi berganda. Hasil penelitian menunjukkan bahwa dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan berperan terhadap motivasi akademik sebesar 18,2% (R2=0,182, p<0,05), dimana self-regulated learning memberikan sumbangan terbesar yakni 18,9% dan -0,7% sisanya merupakan sumbangan dari dukungan sosial dari orang tua yang dipersepsikan oleh siswa. Oleh karena itu, self-regulated learning dapat dikatakan sebagai faktor yang penting dimiliki oleh siswa untuk menjaga dan meningkatkan motivasi akademiknya.

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The distance learning method applied in Indonesia raises various difficulties for students. These include workload, boredom, feeling lazy, and lacking in attentiveness about school, which in turn has an impact on the declining of academic motivation. This study aims to determine whether there is a role of a perceived social support from parents and self-regulated learning simultaneously toward academic motivation. The participants of this study are high school students in Indonesia who are undergoing distance learning (N=233). There are three measuring tools that are used in this study, namely Academic Motivation Scale Short Indonesian Version to measure academic motivation, Social Provisions Scale to measure perceived social support, and Self-Regulated Online Learning to measure self-regulated learning. The data collected is processed using multiple regression statistical techniques. The result of the study showed that there is a role of perceived social support from parents and self-regulated learning simultaneously toward academic motivation by 18,2% (R2=0,182, p<0,05), where self-regulated learning gave the largest contribution, namely 18.9% and the remaining -0.7% is a contribution from perceived social support from parents. Therefore, self-regulated learning is said to be an important factor for students to maintain and improve their academic motivation."

"Penggunaan metode pembelajaran jarak jauh dijenjang perguruan tinggi semakin meningkat terutama sebagai alternatif selama masa pandemi COVID-19. Kondisi ini mengharuskan mahasiswa memiliki kemampuan regulasi belajar secara mandiri yang baik. Penelitian terdahulu menemukan bahwa faktor individual seperti literasi digital, attitudes toward e-learning, dan task value berkorelasi positif dengan self-regulated learning. Penelitian ini bertujuan untuk menguji hubungan antara literasi digital dan self-regulated learning melalui attitudes toward e-learning dengan peran moderasi dari task value. Sebanyak 538 mahasiswa (17-25 tahun) dari 10 perguruan tinggi negeri berpartisipasi dalam penelitian ini. Literasi digital diukur menggunakan Self-Perceived Evaluations of Digital Literacy Competencies; attitudes toward e-learning diukur menggunakan E-Learning Attitudes Questionnaire; task value diukur menggunakan The Subjective Task Value (STV) Instrument; dan self-regulated learning diukur menggunakan Self-Regulated Online Learning Scale. Hasil penelitian menunjukkan bahwa task value signifikan memoderasi hubungan antara literasi digital dan self-regulated learning melalui attitudes toward e-learning. Dengan demikian, literasi digital dapat mendukung kemampuan self-regulated learning melalui attitudes toward e-learning dan diperkuat dengan adanya task value pada mahasiswa yang mengikuti pembelajaran jarak jauh.

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Distance learning methods has massively been conducted by higher education institutions as an alternative during the COVID-19 pandemic. Distance learning requires students to have good self-regulated learning skills. Previous studies have found that learner factors such as digital literacy, attitudes toward e-learning, and task value were positively correlated with self-regulated learning. This study aimed to examine the relationship between digital literacy and self-regulated learning through mediation of attitudes toward e-learning with the role of task value as a moderator. The research samples involved 538 college students (17-25 years) from 10 public universities. Digital literacy was measured using the Self-Perceived Evaluations of Digital Literacy Competencies. While attitudes toward e-learning were measured using the E-Learning Attitudes Questionnaire. This study also performed the Subjective Task Value (STV) Instrument to measure task value and the Self-Regulated Online Learning Scale to measure self-regulated learning. The results show that task value significantly strengthened the relationship between digital literacy and self-regulated learning through mediation of attitudes toward e-learning. Hence, digital literacy can support self-regulated learning through mediation of attitudes towards e-learning and is strengthened by task values ​​of college students in distance learning."

"Proses belajar mengajar di Indonesia mengalami perubahan semenjak pandemi COVID-19. Perubahan terjadi terutama pada metode pembelajaran dari metode tradisional menjadi metode pembelajaran jarak jauh. Kondisi tersebut menuntut seluruh pihak yang terlibat untuk menyesuaikan diri agar tujuan pembelajaran tetap tercapai maksimal. Terdapat karakter pelajar dan pengajar yang berperan terhadap tercapainya proses belajar, yaitu growth mindset, self-regulated learning dan instructors’ scaffolding. Diketahui pada penelitian sebelumnya bahwa self-regulated learning merupakan variabel penghubung terhadap perceived learning. Oleh karena itu, dalam penelitian ini akan melihat peran growth mindset dan instructors’ scaffolding terhadap perceived learning melalui self-regulated learning pada mahasiswa yang mengikuti pembelajaran jarak jauh. Partisipan penelitian sebanyak 561 mahasiswa dari 10 universitas negeri di Indonesia. Analisis dilakukan menggunakan uji structural equation model (SEM) dan diketahui peran growth mindset dan instructors’ scaffolding terhadap perceived learning perlu melalui self-regulated learning terlebih dahulu (RMSEA=0.054, NFI=0.95, CFI=0,97). Growth mindset, instructors’ scaffolding, dan self-regulated learning secara bersama-sama berperan terhadap perceived learning sebesar 34%. Diketahui pula bahwa growth mindet memiliki peran yang kecil dan tidak signifikan terhadap peningkatan perceived learning. Kondisi ini menunjukkan adanya peran variabel lain yang menjembatani hubungan keduanya. Dengan demikian hasil penelitian menunjukkan dosen berperan lebih besar dalam mendukung proses belajar mahasiswa selama pembelajaran jarak jauh terutama dalam masa pandemi untuk mengembangkan karakter mahasiswa yang tepat.

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During pandemic COVID-19 period, learning method has changed to distance learning in Indonesia. Students and teachers are the center of learning process, therefore they have to adapt faster along with that condition. To obtain learning outcome, students and teachers have to develop growth mindset, instructors’ scaffolding and self-regulated learning. Therefore, the purpose of this study is to explain the effect between growth minset and instructors’ scaffolding towards perceived learning through self-regulated learning. The subject of the research were 561 undergraduate student from top-10-ranked state universities in Indonesia. The data was analyzed by structural equation model (SEM). The result indicates that the effect of growth minset and instructors’ scaffolding towards perceived learning through self-regulated learning was significant (RMSEA=0.054, NFI=0.95, CFI=0,97). The result showed that growth mindset, instructor’s scaffolding, and self-regulated learning affect the perceived learning by 34%. However, the growth mindset have no significant direct effect through the increase of perceived learning. Therefore, another variabel might mediate the effect.This research showed that lecturers role was the key to promote self-regulated learning and perceived learning in undergraduate student during pandemi COVID-19."

"Beberapa penelitian telah menemukan adanya penurunan keterlibatan belajar peserta didik pada kondisi pandemi Covid-19. Padahal, keterlibatan belajar peserta didik merupakan salah satu faktor penting yang dapat memengaruhi prestasi akademik peserta didik. Salah satu komponen dari keterlibatan belajar adalah agentic engagement, yang menunjukkan kontribusi konstruktif peserta didik dalam proses pembelajaran. Beberapa penelitian terdahulu menemukan bahwa keterlibatan belajar dapat dipengaruhi oleh berbagai faktor, salah satunya oleh self-regulated learning. Oleh karena itu, penelitian ini dilakukan untuk mencari tahu hubungan antara self-regulated learning dan agentic engagement selama pembelajaran jarak jauh. Partisipan penelitian merupakan peserta didik kelas 12 SMA yang bersekolah di wilayah Jabodetabek. Self-regulated learning diukur dengan menggunakan Motivated Strategies for Learning Questionnaire, sedangkan agentic engagement diukur dengan menggunakan Agentic Engagement Scale. Penelitian dilakukan terhadap 202 partisipan berusia 16-20 tahun (M = 17.69, SD = .84). Berdasarkan uji korelasi Pearson, ditemukan bahwa self-regulated learning berkorelasi secara positif dan signifikan dengan agentic engagement (r = .62, p < .05). Artinya, semakin tinggi kemampuan self-regulated learning peserta didik, maka agentic engagement peserta didik juga akan semakin tinggi, begitu juga sebaliknya. Lebih lanjut, nilai effect size menunjukkan bahwa terdapat 38% variasi dari agentic engagement yang dapat dijelaskan oleh self-regulated learning.

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Several studies have found a decrease in student engagement during the Covid-19 pandemic. Though, student engagement is one of the important factors that can affect student academic achievement. One component of engagement is agentic engagement, which shows the constructive contribution of learners in the learning process. Several previous studies have found that student engagement can be influenced by various factors, one of which is self-regulated learning. Therefore, this study was conducted to find out the relationship between self-regulated learning and agentic engagement during the distance learning condition. Research participants are 12th grade high school students who study in the Jabodetabek area. Self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire, while agentic engagement was measured using the Agentic Engagement Scale. The study was conducted on 202 participants aged 16-20 years (M = 17.69, SD = .84). Based on the Pearson correlation test, it was found that self-regulated learning was positively and significantly correlated with agentic engagement r = .62, p < .05). It means that the higher the self-regulated learning ability of students, the higher the agentic engagement of students, and vice versa. Furthermore, the effect size value shows that there is a 38% variation in agentic engagement which can be explained by self-regulated learning."

"Selama Pembelajaran Jarak Jauh (PJJ), para siswa mengalami berbagai tantangan yang dapat menurunkan semangat untuk belajar. Situasi pembelajaran yang baru dan terbatasnya interaksi fisik dengan orang lain menyebabkan siswa perlu beradaptasi untuk menjaga performanya di sekolah. Penelitian ini bertujuan untuk mengetahui kontribusi dari persepsi dukungan sosial dan efikasi diri akademik secara bersamaan terhadap motivasi akademik, serta variabel yang berkontribusi lebih besar pada motivasi akademik siswa SMA selama PJJ. Motivasi akademik mengacu pada self-determination theory dan diukur menggunakan Academic Motivation Scale (AMS), persepsi dukungan sosial diukur menggunakan Social Provisions Scale (SPS), dan efikasi diri akademik diukur menggunakan Self-Efficacy Questionnaire for Children (SEQ-C). Partisipan penelitian adalah 223 siswa SMA berusia 15-18 tahun yang sedang menjalani PJJ (N laki-laki = 23, N perempuan = 200). Hasil penelitian ini menunjukan bahwa persepsi dukungan sosial dan efikasi diri akademik berpengaruh signifikan secara bersamaan, serta berkontribusi sebesar 20,1% terhadap motivasi akademik siswa SMA. Selain itu, penelitian ini menunjukan bahwa kontribusi varians efikasi diri akademik lebih besar dibandingkan persepsi dukungan sosial terhadap motivasi akademik. Berdasarkan hasil tersebut, motivasi akademik siswa SMA dapat lebih meningkat ketika memiliki efikasi diri akademik dan mampu mempersepsikan dukungan yang didapatkannya.

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During distance learning, students experience various challenges that can reduce their enthusiasm for learning. With this new learning situation and the limited physical interaction with other people, students need to make adaptations to keep their performance at school. This study aims to investigate the contribution of perceived social support and academic self- efficacy simultaneously to academic motivation, as well as variables that contribute more among senior high school students' academic motivation during distance learning. Academic motivation refers to the self-determination theory and was measured with the Academic Motivation Scale (AMS), perceived social support was measured with the Social Provisions Scale (SPS), and academic self-efficacy was measured with the Self-Efficacy Questionnaire for Children (SEQ-C). The participants of this study were 223 high school students aged 15- 18 years who are currently going distance learning (N male = 23, N female = 200). Results of this study shows that students’ perceptions of social support and their academic self-efficacy simultaneously affect academic motivation. The two variables contributed to 20,1% of academic motivation among senior high school students. In addition, this study also found that academic self-efficacy has more contribution to academic motivation than perceived social support. Based on these results, high school students show better academic motivation when they have academic self-efficacy and can perceive the support they get."

"Penelitian ini bertujuan untuk melihat hubungan antara persepsi mahasiswa akan peran dosen dengan self-regulated learning dalam pembelajaran daring dalam jaringan . Self-regulated learning dalam pembelajaran daring diukur dengan Online Self-Regulated Learning Questionnaire OSLQ. Persepsi mahasiswa akan peran dosen diukur dengan Online Instructor Role and Behavior Scale OIRBS. Total terdapat 94 sampel yang berasal dari beberapa perguruan tinggi yang menyelenggarakan pembelajaran daring. Berdasarkan perhitungan, hasil penelitian menunjukkan terdapat hubungan yang signifikan serta positif antara persepsi mahasiswa akan peran dosen dengan self-regulated learning dalam pembelajaran daring. Koefisien korelasi Pearson sebesar 0.511 dengan nilai signifikansi 0.000 p < 0.01.

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This research aims to look for the relationship between students rsquo perception of instructor rsquo s role and Self Regulated Learning in online learning. Self Regulated Learning in online learning measured by Online Self Regulated Learning Questionnaire OSLQ . Students rsquo perception of the instructor rsquo s role measured by Online Instructor Role and Behavior Scale OIRBS. In total, there are 94 sample from several universities which organize online learning.

Based on the calculation, the results showed there is a significant and positive relation between students rsquo perception of the lecture rsquo s role and Self Regulated Learning in online learning. The Pearson correlation coefficient is 0.511 with the p value of 0.000 p 0.01."

"[ABSTRAKLatar belakang penelitian ini berawal dari masalah yang sering muncul dalam perkembangan karir pada remaja terutama dalam hal memilih, meningkatkan, dan mempertahankan konsistensi dalam memilih karir seperti pilihan pendidikan. Kemampuan itu disebut adaptabilitas karir. Penelitian ini mempertanyakan faktor apa yang mempengaruhi peningkatan adaptabilitas karir. Asumsi yang ditegakkan adalah ketika individu berhasil menerapkan regulasi diri dalam belajar, yang pembentukannya dipengaruhi oleh dukungan sosial, maka perencanaan, pemilihan dan pengembangan karir akan lebih mudah dilakukan. Untuk membuktikan asumsi tersebut, penelitian ini melihat keterakaitan antara dukungan sosial sebagai sumber yang membantu pembentukan keterampilan regulasi diri dalam belajar dengan pembangunan adaptabilitas karir sebagai sikap dan kesiapan dalam menghadapi tantangan perkembangan karir. Penelitian ini menguji kesesuaian model yang melihat peranan dukungan sosial dalam internalisasi regulasi diri dalam belajar sehingga dapat meningkatkan pembangunan adaptabilitas karir yang tinggi. Penelitian ini mengukur tiga variabel yaitu dukungan sosial sebagai variabel independen, regulasi diri dalam belajar sebagai variabel mediator dan adaptabilitas karir sebagai variabel dependen. Partisipan dalam penelitian ini berjumlah 1012 mahasiswa baru dari semua fakultas yang ada di UI dengan pengolahan data menggunakan structural equation model dari Lisrel 8.80, teknik regresi berganda untuk menguji hipotesis yang ditegakkan dan menggunakan anovar untuk memperkaya hasil penelitian. Hasil penelitian ini menunjukkan model yang diajukan sesuai dengan data di lapangan dan membuktikan bahwa variabel regulasi diri dalam belajar adalah mediator penuh antara variabel dukungan sosial dengan variabel adaptabilitas karir. Artinya dukungan sosial hanya akan bermakna dalam pembangunan adaptabilitas karir apabila dimediasi oleh regulasi diri dalam belajar. Perlunya peningkatan peranan dukungan sosial untuk membantu remaja dalam internalisasi regulasi diri dalam belajar agar mereka dapat membangun adaptabilitas karir yang kuat.;

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ABSTRACTThe background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people;The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people;The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people, The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people]"

"Sejak COVID-19 menimpa Indonesia, pemerintah mengimbau seluruh siswa untukmelakukan pembelajaran jarak jauh (PJJ), yaitu sebuah kondisi dimana pengajardan peserta didik tidak berada di tempat yang sama. Perubahan sistem pembelajaran ini tentunya mempengaruhi berbagai kondisi peserta didik, termasuk bagaimana ia mempersepsikan pengalaman belajar yang dimiliki. Penelitian ini bertujuan untuk melihat apakah kesiapan belajar online dapat memprediksi persepsi mahasiswa terhadap belajar. Partisipan pada penelitian ini adalah mahasiswa yang melaksanakan PJJ selama masa pandemi (N=540). Hasil menunjukkan bahwa kesiapan belajar online mempengaruhi persepsi terhadap belajar baik secara langsung maupun tidak langsung melalui motivasi akademik. Regulasi diri dan sikap terhadap e-learning yang dimiliki mahasiswa memperkuat kaitan antaramotivasi akademik dan persepsi terhadap belajar yang dimiliki. Namun, hubungantidak langsung antara kesiapan belajar online dan persepsi terhadap belajar tidakbergantung pada regulasi diri dan sikap terhadap e-learning yang dimiliki. Hal ini menandakan bahwa siswa yang sudah siap untuk menjalani PJJ serta memiliki motivasi yang tinggi, dapat mempersepsikan pengalaman belajarnya dengan baik.

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Since COVID-19 reached Indonesia, the government notify all students to conduct

distance learning: a condition in which lecturers and students are not in the same

place. The change over this learning system certainly affects students’

psychological conditions, including how they perceive their learning experiences.

This study investigated whether online learning readiness can predict perceived

learning. Participants in this study were undergraduate students who undergo

distance learning during pandemic (N = 540). The results showed that online

learning readiness predicts perceived learning both directly and indirectly through

academic motivation. However, self-regulated learning and attitudes toward elearning

could strengthen the link between academic motivation and perceived

learning. The indirect relationship between online learning readiness and perceived

learning was not conditional on the students’ self-regulated learning and attitudes

toward e-learning. This indicates that students who are ready for online learning

and highly motivated are more likely to perceive their learning better."

"Kecurangan akademik telah menjadi masalah utama dalam pendidikan hingga saat ini. Penelitian ini mencoba untuk meneliti kecurangan akademik pada mahasiswa pascasarjana. Terdapat dua macam faktor yang mendorong mahasiswa pascasarjana untuk menyontek. Pertama, faktor-faktor yang dapat dikendalikan oleh siswa, seperti kurangnya persiapan sebelum ujian, kelelahan, atau kurangnya waktu untuk belajar. Kedua, faktor-faktor yang berada di luar kendali siswa, sepertimasalah kesehatan, tugas atau ujian yang terlalu sulit, atau kecurangan akademik yang dilakukan teman sesama mahasiswa. Peneliti menduga bahwa self-regulated learning dan muraqabah dapat menjadi solusi untuk menghadapi faktor-faktor ini. Dalam self-regulated learning, siswa dapat mengatur pembelajaran mereka secara efektif sehingga terhindar dari masalah kurangnya persiapan sebelum ujian,kelelahan, atau kurangnya waktu belajar. Jadi, dengan self-regulated learning, mahasiswa semestinya dapat mengatasi faktor kecurangan akademik yang dapat dikendalikan tersebut. Sementara itu, muraqabah, yang didefinisikan sebagai kesadaran akan pengawasan Tuhan, diduga dapat mengatasi faktor kecurangan akademik yang di luar kendali mahasiswa. Meskipun mengalami kesulitan selama ujian atau melihat temannya menyontek, mahasiswa yang percaya bahwa mereka sedang diawasi oleh Tuhan semestinya menahan diri untuk tidak melakukan kecurangan. Penelitian ini menggunakan pendekatan kuantitatif. Responden yangterlibat adalah mahasiswa pascasarjana Muslim yang dipilih melalui teknik convenience sampling. Empat instrumen digunakan dalam penelitian ini: Kuesioner Self-Regulated Learning, Kuesioner Muraqabah, Kuesioner KecuranganAkademik, dan adaptasi Social Desirability Scale. Data dianalisis dengan teknik analisis statistik deskriptif dan korelasi parsial. Hasil dari penelitian ini menunjukkan bahwa terdapat korelasi negatif yang signifikan antara self-regulated learning dengan kecurangan akademik pada mahasiswa pascasarjana. Sementara itu, tidak ada korelasi yang signifikan antara muraqabah dengan kecurangan akademik mahasiswa pascasarjana.

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Academic dishonesty has become a major problem in education to date. This recent study tries to examine the academic dishonesty on graduate students. The factors encouraging graduate students to cheat can be classified into two types. The first one is the factors that can be controlled by students, such as lack of preparation, fatigue, or lack of study time. The second type is the factors that are beyond the students control, such as health problems, complicated tasks or exams, or seeing other students cheat. Researcher predicts that self-regulated learning and muraqabah can be solutions to deal with these factors. In self-regulated learning, students can manage their learning effectively so as to avoid problems of lack of preparation, fatigue, or lack of study time. Thus, by improving their self-regulated learning, students should overcome the controllable factors of academic dishonesty. Meanwhile, muraqabah, defined as awareness of God's supervision, should be able to overcome the uncontrollable factors of academic dishonesty. Despite having difficulties during the exam or seeing other students cheat, the students who believe that they are being watched by God should refrain from cheating. This study used quantitative approach. The participants were Muslim graduate students who were selected through convenience sampling technique. Four instruments were used in this study: self-regulated learning questionnaire, muraqabah questionnaire, academic dishonesty questionnaire, and social desirability scale. The data was analyzed using descriptive statistics and partial correlation analysis technique. This study found that there is a significant negative correlation between self- regulated learning and academic dishonesty in graduate students. Meanwhile, there is no significant correlation between muraqabah and academic dishonesty in graduate students."