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"Mahasiswa keperawatan menggunakan beragam metode pembelajaran, salah satunya yaitu pembelajaran refleksi diri. Pembelajaran refleksi diri dapat memungkinkan mahasiswa keperawatan untuk memahami dirinya sendiri yang memungkinkan terjadinya peningkatan motivasi. Motivasi akademik berperan penting dalam kehidupan akademik. Penelitian ini bertujuan untuk menilai hubungan antara pembelajaran refleksi diri dengan motivasi akademik mahasiswa keperawatan. Penelitian ini merupakan penelitian kuantitatif dengan metode cross sectional dengan total sampel 142 yang diambil menggunakan teknik snowball sampling. Kuesioner yang digunakan merupakan kuesioner Self Reflection and Insight Scale–Short Version dan AMS-College Version. Hasil pembelajaran refleksi diri kebanyakan di tingkat sedang dengan persentase 63.4% dan motivasi akademik berada di tingkat tinggi dengan persentase 88%. Analisis uji statistik bivariat yang digunakan yaitu uji chi square. Setelah dilakukan analisis menggunakan aplikasi SPSS, tabulasi yang didapatkan hanya berbentuk 2x2. Hasil penelitian menunjukkan adanya hubungan dengan tingkat kecil-sedang antara pembelajaran refleksi diri dengan motivasi akademik (X2 (1) = 5.140 (X2tabel (1) = 3.84), p-value = 0.023 (α = 0,05), V = 0.19). Hasil penelitian ini dapat menambah literasi terkait topik refleksi diri dan motivasi akademik di Indonesia sehingga diharapkan dengan adanya penelitian ini juga institusi pendidikan keperawatan dapat menerapkan pembelajaran refleksi diri di dalam kegiatan belajarnya sehingga dapat menumbuhkan motivasi akademik mahasiswa keperawatan.

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Nursing students use various learning methods, including self-reflective learning. Self-reflective learning can enable nursing students to understand themselves which allows for increased motivation. Academic motivation plays a crucial role in academic life. This study aims to assess the relationship between self-reflective learning and nursing students' academic motivation. This research is a quantitative-research with a cross sectional method with a total sample of 142 taken using the snowball sampling technique. The questionnaires used were the Self Reflection and Insight Scale–Short Version and AMS-College Version questionnaires. Self-reflection learning outcomes are mostly at a medium level (63.4%) and academic motivation is at a high level (88%). The bivariate statistical test analysis used is the chi square test. After analyzing using the SPSS application, the tabulation obtained was only in the form of 2x2. The research results show that there is a small-medium relationship between self-reflective learning and academic motivation (X2 (1) = 5.140 (X2 table (1) = 3.84), p-value = 0.023 (α = 0.05), V = 0.19). The results of this research can increase literacy related to the topic of self-reflection and academic motivation in Indonesia, so it is hoped that with this research, nursing education institutions can implement self-reflection learning in their curricula so that they can grow the academic motivation of nursing students."

"Adanya penggunaan media sosial pada mahasiswa belakangan ini diketahui membuat mahasiswa rentan terhadap Fear of Missing Out (FoMO) khususnya yang berkaitan dengan akademik. Adanya FoMO ini bisa memberikan pengaruh pada perolehan performa akademik pada mahasiswa. Penelitian ini bertujuan untuk melihat peran motivasi akademik sebagai mediator dalam hubungan antara FoMO dan performa akademik pada mahasiswa. Pada penelitian sebelumnya, hubungan antara FoMO dan performa akademik diketahui tidak konsisten meskipun dimediasi oleh penggunaan media sosial. Alat ukur yang digunakan pada penelitian ini adalah IPK, Fear of Missing Out Scale (FoMOs) (Przybylski dkk., 2013), dan Academic Motivation Scale (AMS)-versi Bahasa Indonesia (Natalya, 2018). Data diambil dari 430 mahasiswa aktif berusia 18-25 tahun yang menggunakan media sosial, dengan perolehan mayoritas partisipan perempuan (N = 342, 79,5%) dibandingkan laki-laki (N = 88, 20,5%). Hasil analisis PROCESS Macro simple mediation menunjukkan bahwa motivasi akademik secara penuh memediasi hubungan antara FoMO dan performa akademik (B= 0,0006, 95% CI [0,0001/0,0015], p = 0,004). Hasil dari penelitian ini menunjukkan bahwa mahasiswa yang memiliki FoMO akademik perlu memunculkan evaluasi atau refleksi diri terkait tujuan melanjutkan pendidikan agar motivasi akademik mereka tetap bertahan dalam jangka waktu yang lebih lama dan berdampak baik pada performa akademik mereka.

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The recent use of social media by students is known to make students vulnerable to Fear of Missing Out (FoMO), especially those related to academics. The existence of this FoMO can have an influence on the acquisition of academic performance in students. This study aims to examine the role of academic motivation as a mediator in the relationship between FoMO and student academic performance. In previous research, the relationship between FoMO and academic performance was found to be inconsistent even though it was mediated by the use of social media. The measuring tools used in this study were the GPA, Fear of Missing Out Scale (FoMOs) (Przybylski et al., 2013), and the Academic Motivation Scale (AMS)-Indonesian version (Natalya, 2018). Data were taken from 430 active students aged 18-25 years who used social media, with the acquisition of the majority of female participants (N = 342, 79.5%) compared to men (N= 88, 20.5%). The results of the PROCESS Macro simple mediation analysis show that academic motivation fully mediates the relationship between FoMO and academic performance (B= 0.0006, 95% CI [0.0001/0.0015], p = 0.004). The results of this study indicate that students who have academic FoMO need to bring up self-evaluations or reflections regarding the purpose of continuing their education so that their academic motivation lasts for a longer period of time and has a positive impact on their academic performance."

"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."

"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."

"Perubahan kegiatan belajar menjadi pembelajaran jarak jauh (PJJ) membawa berbagai perubahan yang dapat menyebabkan menurunnya semangat dan keterlibatan, yang disebabkan karena menurunnya motivasi akademik pada siswa SMA. Motivasi akademik dapat ditingkatkan dengan faktor internal, yaitu persepsi terhadap dukungan sosial dan grit. Penelitian ini ingin melihat kontribusi dari persepsi terhadap dukungan sosial dan grit secara bersama-sama pada motivasi akademik. Pengukuran motivasi akademik pada penelitian ini menggunakan Academic Motivation Scale (AMS), persepsi terhadap dukungan sosial diukur dengan menggunakan Social Provisions Scale (SPS) dan grit diukur dengan Grit Short Scale (GRIT-S). Data dalam penelitian ini didapatkan dengan menggunakan kuesioner yang disebarkan secara daring. Sebanyak 222 siswa SMA yang sedang menjalani PJJ dilibatkan dalam penelitian ini, dan berdasarkan analisis multiple linear regression, didapatkan hasil bahwa persepsi terhadap dukungan sosial dan grit secara bersama-sama memiliki kontribusi yang signifikan senilai 8.7% terhadap motivasi akademik (F = 10.3, R = 0.087, Adjusted R = 0.078, p<0.05). Oleh karena itu, penting bagi pihak-pihak terkait untuk menjaga dan mengembangkan dukungan sosial dan juga grit pada siswa agar motivasi akademik dapat tetap baik walaupun dihadapkan pada kondisi PJJ.

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The change in learning activities from face-to-face classes to distance learning brings various changes that can cause a decrease of student’s enthusiasm and involvement. This changes is caused by a decrease in academic motivation in high school students. Academic motivation can be increased by internal factors, namely perceived social support and grit. This study wants to see the contribution of perceived social support and grit on academic motivation. This study use Academic Motivation Scale (AMS) for measuring academic motivation, Social Provisions Scale (SPS) for measuring perceived social support, and Grit Short Scale (GRIT-S) for measuring grit. The data in this study were obtained using a questionnaire distributed through online platform. A total of 222 high school students who were undergoing PJJ were involved in this study. Based on multiple linear regression analysis, it was found that the perceived social support and grit had a significant contribution of 8.7% to academic motivation (F = 10.3, R = 0.087, Adjusted R = 0.078, p = 0.05). Therefore, related parties need to maintain and develop social support and grit for students so that academic motivation can remain high even when faced with distance learning conditions."

"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."