ABSTRAK

HUBUNGAN KETANGGUHAN AKADEMIK DENGAN BELAJAR MANDIRI PADA MAHASISWA PRODI PSIKOLOGI FAKULTAS KEDOKTERAN UNIVERSITAS LAMBUNG MANGKURAT SELAMA PEMBELAJARAN DARING

Aditya Pratama Salan

Pendidikan di masa pandemi COVID-19 peserta didik harus memiliki kemampuan untuk berkomunikasi, menyampaikan materi, dan menerima tugas selama pembelajaran daring. Stress akademik selama kuliah daring mahasiswa mengalami tekanan yang cukup berat saat pembelajaran daring berlangsung di masa pandemi COVID-19. Ketangguhan akademik diperlukan dalam menghadapi tekanan belajar daring yang mengakibatkan stress. Tujuan penelitian ini untuk mengetahui hubungan ketangguhan akademik dengan belajar mandiri pada mahasiswa Prodi Psikologi Fakultas Kedokteran ULM. Sampel diambil menggunakan teknik simple random sampling diperoleh jumlah sampel 261 mahasiswa sebagai subjek penelitian. Data dikumpulkan menggunakan skala ketangguhan akademik dari Benishek dkk (2005) dan belajar mandiri menggunakan Jansen dkk (2017). Metode analisis dalam penelitian ini merupakan korelasi product moment dari Karl Pearson. Hasil analisis menunjukkan, ada hubungan yang positif ketangguhan akademik dengan belajar mandiri pada mahasiswa Prodi Psikologi FK ULM, semakin tinggi skor ketangguhan akademik maka menunjukkan skor belajar mandiri yang tinggi, dan sebaliknya, semakin rendah skor ketangguhan akademik maka semakin rendah skor belajar mandiri. Nilai korelasi, menujukkan hubungan kedua variabel berada pada kategori tinggi. Nilai r² menunjukkan sumbang efektif ketangguhan akademik dengan belajar mandiri sebesar 38,8%, sedangkan 61,1% merupakan sumbangan faktor lain yang tidak disertakan dalam penelitian ini. Diharapkan peneliti lain dapat meneliti mengenai ketangguhan akademik dengan belajar mandiri pada faktor dan topik lainnya demi pembaruan ilmu pengetahuan. Rentang atau variasi sampel juga harus diperluas. Selain itu, jika pengumpulan data dilakukan secara online, diharapkan peneliti lain dapat mengalokasikan waktu lebih lama dan lebih efisien.

Kata kunci: Belajar mandiri, COVID-19, ketangguhan akademik, pembelajaran     daring.

ABSTRACT

RELATIONSHIP BETWEEN ACADEMIC HARDINESS AND SELF-REGULATED LEARNING IN PSYCHOLOGY STUDENTS AT FACULTY OF MEDICINE, LAMBUNG MANGKURAT UNIVERSITY, DURING ONLINE LEARNING

Aditya Pratama Salan

The education in the COVID-19 pandemic requires students to be able to communicate, deliver materials, and accept assignments during online learning. Academic stress during online lectures is experienced by students as they experience quite heavy pressure when online learning takes place during the COVID-19 pandemic. Academic hardiness is needed in dealing with the pressures of online learning that lead to stress. The purpose of this study was to investigate the relationship between academic hardiness and self-regulated learning in the students of Psychology Study Program, the Faculty of Medicine, Lambung Mangkurat University. The sample was selected using the simple random sampling technique with a total sample of 261 students as the research subjects. Data were collected using the academic hardiness scale from Benishek et al (2005) and self-regulated learning scale from Jansen et al (2017). Data were analyzed using the product moment correlation of Karl Pearson. The results of the analysis, indicating that there was a positive relationship between academic hardiness and self-regulated learning in the students of Psychology Study Program, the Faculty of Medicine, Lambung Mangkurat University; the higher the academic hardiness score, the higher the self-regulated learning score, and conversely, the lower the academic hardiness score, the lower the self-regulated learning score. The correlation, showing that the relationship between the two variables was in the high category. The value of r2 indicated that the effective contribution of academic hardiness to self-regulated learning was 38.8%, while 61.1% was the contribution of other factors not included in this study. It is expected that other researchers can research academic hardiness and self-regulated learning on other factors and topics for the sake of scientific renewal. The range or variation of the sample should also be expanded. In addition, if data collection is carried out online, it is hoped that other researchers can allocate more time and be more efficient.

Keywords: Self-regulated learning, COVID-19, academic hardiness, online learning