PENGARUH EFIKASI DIRI DAN MOTIVASI BELAJAR TERHADAP SELF MANAGEMENT MAHASISWA FIP UNESA DALAM MENCAPAI KELULUSAN TEP

THE INFLUENCE OF SELF-EFFICACY AND LEARNING MOTIVATION TOWARDS THE SELF MANAGEMENT OF STUDENTS IN FIP UNESA ON ACHIEVING TEP GRADUATION

Tujuan penelitian ini dilakukan adalah untuk mengetahui, menganalisis dan medeskripsikan bagaimana efikasi diri dan motivasi belajar pada mahasiswa FIP UNESA angkatan 2019 dan 2020 terhadap upaya self management yang dilakukan demi mencapai kelulusan TEP serta mengetahui bagaiamana efikasi diri dan motivasi belajar pada mahasiswa berpengaruh secara langsung maupun tidak langsung terhadap kelulusan TEP di UNESA. Ada dua faktor yang mempengaruhi kemandirian belajar yaitu faktor endogen yang bersumber dari dalam diri mahasiswa itu sendiri seperti bakat, potensi intelektual, potensi perkembangan sosial, keyakinan diri (efikasi diri) dan motivasi, sedangkan faktor eksogen yang bersumber dari luar dirinya seperti faktor lingkungan (Basri, 2013). Hipotesis penelitian ada hubungan antara efikasi diri dan motivasi belajar dengan kemandirian belajar. Teknik pengambilan sampel menggunakan stratified random sampling. Pengumpulan data menggunakan skala Efikasi Diri dari Teori Bandura (1977) yang kemudian di perdalam menggunakan analisis yang dimodifikasi dari skala General Self Efficacy (GSE) dari Schwarzer dan Jerusalem (1995), dan dipadukan dengan skala motivasi belajar dari Uno (2011). Berdasarkan hasil analisis regresi berganda ditemukan adanya hubungan antara efikasi diri dan motivasi belajar dengan kelulusan TEP mahasiswa FIP UNESA diperoleh nilai F = 21,928 dan signifikansi 0,005 (p ≤ 0,05). Hal ini menunjukkan bahwa hipotesis diterima. Sumbangan efektifitas efikasi diri dan motivasi belajar dengan kelulusan TEP sebesar 65,9%.

The purpose of this research is finding out, analyzing and describing how self-efficacy and learning motivation of FIP students with the class of 2019 and 2020 towards the efforts on achieving TEP passing grade and find out how self-efficacy and learning motivation in students have direct or indirect influence on TEP graduation at UNESA. There are two factors that influence learning indepencies, which called endogenous factors that originating from within the students itself such as talent, intellectual potentials, social development potentials, self-confidence (self-efficacy) and motivation, while exogenous factors originating from outside could be of such environtmental factors (Basri, 2013). The research hypothesis is that there is a relationship between self-efficacy and learning motivation that leads into self management. The sampling technique used in this research is stratified random sampling. Data collection used in this research for self-efficacy scale is taken from Bandura’s Theory (1977) which was then deepened using a modified analysis of the General Self-Efficacy (GSE) scale from Schwarzer and Jerusalem (1995) and combined with the learning motivation scale from Uno (2011). Based on the results of multiple regression analysis it was found that there was a relationship between self-efficacy and learning motivation towards self management leads to passing the TEP minimum grade from UNESA jurisdiction. The research obtained an F value =21.928 and a significance of 0.005 (p ≤ 0.05). This result shows that the hypothesis is accepted. Conribution of the effectiveness of self-efficacy and learning motivation towards self management which leads to passing the minimum grade of TEP is 65.9%.