Electronic Theses and Dissertation

Masa transisi ke pendidikan tinggi, khususnya pada program studi keperawatan, merupakan fase yang menantang dan kerap disertai penurunan motivasi belajar dengan prevelensi 30–45%, terutama pada fakultas kesehatan dengan beban akademik yang lebih tinggi. dukungan keluarga menjadi faktor eksternal utama yang berperan penting dalam membantu mahasiswa beradaptasi dan mempertahankan motivasi belajarnya. penelitian ini bertujuan mengetahui hubungan antara dukungan keluarga, yang meliputi dukungan informasional, emosional, instrumental, dan penilaian, dengan motivasi belajar mahasiswa baru fakultas keperawatan universitas syiah kuala. penelitian ini menggunakan metode kuantitatif dengan pendekatan deskriptif korelasional dan desain cross-sectional study. sampel sebanyak 166 responden diambil melalui purposive sampling. data dikumpulkan secara daring menggunakan kuesioner perceived social support from family (pss-fa) dan motivated strategies for learning questionnaire (mslq). data dianalisis menggunakan uji chi-square (α = 0.05). hasil penelitian menunjukkan terdapat hubungan yang signifikan antara dukungan keluarga secara keseluruhan dengan motivasi belajar (p = 0,000). setiap dimensi dukungan keluarga juga berhubungan signifikan dengan motivasi belajar, meliputi dukungan informasional (p = 0,000), dukungan penilaian (p = 0,000), dukungan instrumental (p = 0,000), dan dukungan emosional (p = 0,000). institusi pendidikan keperawatan diharapkan dapat memperkuat program pendampingan akademik dengan melibatkan keluarga secara aktif melalui edukasi, komunikasi berkala, dan layanan konseling yang suportif, sehingga keluarga mampu memberikan dukungan emosional, instrumental, informasional, dan penilaian yang konsisten kepada mahasiswa baru guna mempertahankan dan meningkatkan motivasi belajar mereka.

The transition to higher education, particularly in nursing programs, represents a challenging phase and is frequently accompanied by a decline in learning motivation, with a reported prevalence of 30-45%, especially within health faculties that impose a higher academic workload. Family support constitutes a key external factor that plays a critical role in assisting students' adaptation and in sustaining their learning motivation. This study aimed to examine the relationship between family support, encompassing informational, emotional, instrumental, and appraisal support, and learning motivation among first-year students of the Faculty of Nursing, Universitas Syiah Kuala. This study employed a quantitative method with a descriptive correlational approach and a cross-sectional study design. A total of 166 respondents were selected using purposive sampling. Data were collected online using the Perceived Social Support from Family (PSS-Fa) questionnaire and the Motivated Strategies for Learning Questionnaire (MSLQ). Data analysis was conducted using the Chi-square test (a = 0.05). The results demonstrated a significant relationship between overall family support and learning motivation (p = 0.000). Each dimension of family support was also significantly associated with learning motivation, including informational support (p = 0.000), appraisal support (P = 0.000), instrumental support (p = 0.000), and emotional support (p = 0.000). Nursing education institutions are therefore encouraged to strengthen academic mentoring programs by actively involving families through education, regular communication, and supportive counseling services. Such efforts may enable families to consistently provide emotional, instrumental, informational, and appraisal support to first-year students, thereby maintaining and enhancing their learning motivation.