Pengaruh Motivasi Belajar dan Disiplin Belajar Terhadap Efektivitas Mahasiswa Selama Pembelajaran Daring

Sinaga, Era Juliarta (2022) Pengaruh Motivasi Belajar dan Disiplin Belajar Terhadap Efektivitas Mahasiswa Selama Pembelajaran Daring. S1 thesis, Universitas Kristen Indonesia.

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Abstract

Pandemi COVID-19 yang memaksa pendidikan harus terlaksana secara daring atau online sehingga terjadi banyak perubahan khususnya dari cara belajar dan mengajar yang awalnya menggunakan media pembelajaran nyata kini hanya sebatas teknologi. Pembelajaran secara online sering terasa membosankan dan tidak berlangsung secara efektif dikarenakan banyaknya kendala seperti jaringan yang bermasalah, sarana teknologi yang terbatas menyebabkan mahasiswa kurang aktif, dan perbedaan waktu di beberapa tempat. Hal ini menyebabkan kurangnya motivasi mahasiswa untuk belajar secara mandiri, karena kurangnya motivasi dari mahasiswa menyebabkan mahasiswa kurang berpartisipasi, aktif dan disiplin didalam ruang belajar online. Data dikumpulkan dengan cara metode kuesioner atau angket kepada 20 responden lalu dianilisis menggunakan SPSS untuk uji validitas, uji reliabilitas uji regresi linier berganda, uji t dan uji F. Hasil dari penelitian ini pada variabel motivasi belajar, uji hipotesis parsial menunjukkan bahwa angka thitung adalah sebesar 3,319 sedangkan t tabel adalah 2,0076 (thitung > ttabel) yang mengindikasikan bahwa motivasi belajar berpengaruh signifikan terhadap variabel efektivitas mahasiswa. Pada variabel disiplin belajar angka thitung 2.979 dan ttabel adalah 2,0076 (thitung > ttabel) yang artinya disiplin belajar berpengaruh secara signifikan terhadap variabel efektivitas mahasiswa. Dan juga pada uji F diperoleh nilai Fhitung sebesar 19,790 yang lebih besar daripada Ftabel yaitu 3,18, yang mengindikasikan bahwa secara simultan motivasi belajar dan disiplin belajar berpengaruh signifikan terhadap efektivitas mahasiswa. / The COVID-19 pandemic which forced education to be carried out online or online so that there were many changes, especially from the way of learning and teaching which initially used real learning media, is now only limited to technology. Online learning often feels boring and does not take place effectively due to many obstacles such as problematic networks, limited technological facilities causing students to be less active, and time differences in several places. This causes a lack of student motivation to study independently, because the lack of motivation from students causes students to be less involved, active and disciplined in online learning spaces. Data were collected by means of a questionnaire or questionnaire method to 20 respondents and then analyzed using SPSS to test the validity, reliability test of multiple linear regression test, ttest and Ftest. The results of this study on the variable of learning motivation, partial hypothesis test shows that the tcount is equal to 3.319 while the ttable is 2.0076 (tcount > ttable) which indicates that learning motivation has a significant effect on the student effectiveness variable. In the learning discipline variable, the tcount is 2,979 and the ttable is 2.0076 (tcount > ttable), which means that the learning discipline has a significant effect on the student effectiveness variable. And also in the F test, the Fcount value of 19.790 is greater than Ftable, which is 3.18, which indicates that simultaneously learning motivation and learning discipline have a significant effect on student effectiveness.

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