Electronic Theses and Dissertation

Motivasi dan strategi belajar merupakan dua aspek penting yang memengaruhi keberhasilan akademik mahasiswa kedokteran. Dinamika beban akademik, proses adaptasi, serta perubahan metode pembelajaran pada setiap tahun akademik berpotensi memengaruhi kedua aspek tersebut. Penelitian ini bertujuan untuk mengetahui gambaran serta perbedaan motivasi dan strategi belajar berdasarkan tahun akademik pada mahasiswa Fakultas Kedokteran Universitas Syiah Kuala. Penelitian ini menggunakan desain komparatif dengan pendekatan kuantitatif. Sampel diperoleh melalui teknik total sampling, melibatkan 663 mahasiswa aktif tahun kedua, ketiga, dan keempat yang memenuhi kriteria inklusi. Instrumen penelitian berupa kuesioner Motivated Strategies for Learning Questionnaire (MSLQ) yang menilai aspek motivasi dan strategi belajar. Analisis dilakukan secara deskriptif dan inferensial menggunakan uji Kruskal-Wallis untuk menguji perbedaan antar kelompok tahun akademik. Mahasiswa Fakultas Kedokteran Universitas Syiah Kuala memiliki motivasi belajar kategori tinggi (76,6%) dan strategi belajar kategori tinggi (55,7%). Tidak ditemukan mahasiswa dengan motivasi rendah, dan hanya 0,3% mahasiswa memiliki strategi belajar rendah. Subskala motivasi tertinggi terdapat pada kendali belajar (control of learning beliefs), sedangkan yang terendah ialah kecemasan ujian. Pada strategi belajar, subskala tertinggi adalah pengulangan (rehearsal), dan terendah ialah regulasi usaha serta mencari bantuan. Hasil uji Kruskal-Wallis menunjukkan tidak terdapat perbedaan signifikan motivasi (p = 0,201) maupun strategi belajar (p = 0,937) antara mahasiswa tahun kedua, ketiga, dan keempat. Temuan ini dapat menjadi dasar acuan bagi pengembangan metode pembelajaran yang disesuaikan berdasarkan karakteristik motivasi dan strategi belajar mahasiswa pada berbagai tahun akademik.

Kata kunci: Motivasi belajar, strategi belajar, MSLQ, mahasiswa kedokteran, tahun akademik

Motivation and learning strategies are essential factors influencing academic achievement among medical students. Variations in academic workload, adaptation processes, and learning methods across academic years may affect these factors. This study aims to describe and compare the motivation and learning strategies among medical students at the Faculty of Medicine, Universitas Syiah Kuala based on their academic year. This comparative study employed a quantitative approach. Total sampling was used, involving 663 active students from the second, third, and fourth academic years who met the inclusion criteria. Data were collected using the Motivated Strategies for Learning Questionnaire (MSLQ), which assesses motivation and learning strategies. Descriptive statistics and the Kruskal-Wallis test were used to analyze differences across academic years. The results showed that students at the Faculty of Medicine, Universitas Syiah Kuala had high levels of learning motivation (76.6%) and high learning strategies (55.7%). No students fell into the low-motivation category, and only 0.3% had low learning strategy scores. The highest motivation subscale was control of learning beliefs, while the lowest was test anxiety. The highest strategy subscale was rehearsal, whereas the lowest were effort regulation and help seeking. The Kruskal-Wallis test indicated no significant differences in motivation (p = 0.201) or learning strategies (p = 0.937) across academic years. The consistently high levels of motivation and learning strategies across all academic years suggest that the progression through medical school does not directly influence changes in these factors. Students appear to maintain stable motivation and learning approaches despite increasing academic demands. These findings may serve as a basis for understanding the characteristics of students’ motivation and learning strategies across different academic years. Keywords: Learning motivation, learning strategies, MSLQ, medical students, academic year