Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mengetahui hubungan self-efficacy dengan motivasi akademik pada mahasiswa yang menyusun skripsi. Subjek penelitian berjumlah 320 mahasiswa yang sedang menyusun skripsi di Universitas Syiah Kuala. Data dikumpulkan menggunakan General Self-Efficacy Scale (GSES) versi Indonesia dan Academic Motivation Scale (AMS) versi singkat Bahasa Indonesia, kemudian dianalisis menggunakan teknik korelasi Pearson. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara self-efficacy dengan dimensi motivasi akademik, yaitu motivasi ekstrinsik (r = 0.159, p < 0.05) dan motivasi intrinsik (r = 0.395, p < 0.05). Selanjutnya self-efficacy tidak memiliki hubungan dengan dimensi amotivasi (r= -0.081, p > 0.05). Temuan ini mengindikasikan bahwa semakin tinggi tingkat self-efficacy yang dimiliki mahasiswa, semakin tinggi pula motivasi akademik mereka, baik yang bersumber dari dorongan internal maupun eksternal. Namun demikian, self-efficacy tidak berhubungan dengan rendahnya amotivasi, sehingga munculnya perasaan tidak termotivasi dapat dipengaruhi oleh faktor lain di luar self-efficacy.

Kata Kunci : mahasiswa yang menyusun skripsi, motivasi akademik, self-efficacy

This study aims to examine the relationship between self-efficacy and academic motivation among students who are currently writing their undergraduate thesis. The research involved 320 students from Syiah Kuala University who were in the process of completing their thesis. Data were collected using the Indonesian Version of the General Self-Efficacy Scale (GSES) and the Short Indonesian Version of the Academic Motivation Scale (AMS), and analyzed using the Pearson correlation technique. The results showed a positive and significant relationship between self-efficacy and the dimensions of academic motivation, namely extrinsic motivation (r = 0.159, p < 0.05) and intrinsic motivation (r = 0.395, p < 0.05). Furthermore, self-efficacy was found to have no significant relationship with amotivation (r = -0.081, p > 0.05). These findings indicate that the higher the level of self-efficacy possessed by students, the higher their academic motivation, both from internal and external sources. However, self-efficacy does not relate to lower levels of amotivation, suggesting that the feeling of being unmotivated may be influenced by other factors beyond self-efficacy. Keywords : academic motivation, self-efficacy, thesis-writing students