Electronic Theses and Dissertation

Keaktifan berorganisasi diharapkan menjadi wadah pengembangan wawasan sosial-politik mahasiswa, sejalan dengan Astin (1984) bahwa keterlibatan mahasiswa berkontribusi terhadap pembelajaran dan pengembangan pribadi. Namun, keaktifan berorganisasi tidak selalu berbanding lurus dengan pengetahuan politik. Survei Fakultas Ilmu Sosial dan Ilmu Politik Universitas Gadjah Mada (2024) mengungkap 42,96% mahasiswa bersedia menerima uang kampanye tanpa komitmen memilih, menandakan rendahnya literasi politik meski aktif berorganisasi, terutama bagi mahasiswa FKIP sebagai calon pendidik pembentuk literasi politik generasi muda. Penelitian ini bertujuan menganalisis hubungan antara keaktifan mahasiswa berorganisasi terhadap pengetahuan politik mahasiswa FKIP Universitas Syiah Kuala, menggunakan pendekatan kuantitatif jenis asosiatif korelasional. Populasi berjumlah 1.508 mahasiswa aktif organisasi FKIP USK, dengan sampel 316 responden dipilih melalui teknik Proportionate Stratified Purposive Sampling. Keaktifan organisasi diukur dengan kuesioner skala Likert berdasarkan Student Involvement Theory Astin (1984), mencakup kuantitas (frekuensi partisipasi, keterlibatan manajerial) dan kualitas keterlibatan (peran kepemimpinan, dampak pengembangan diri). Pengetahuan politik diukur dengan tes objektif pilihan ganda berdasarkan kerangka Delli Carpini dan Keeter (1993): Rules of the Game, Political Actors, dan Policy Issues. Data dianalisis menggunakan uji korelasi Spearman Rank karena tidak berdistribusi normal. Hasil penelitian menunjukkan tingkat keaktifan organisasi (70,89%) dan pengetahuan politik (76,90%) sama-sama berada pada kategori sedang. Uji hipotesis menunjukkan koefisien korelasi Spearman (ρ) sebesar 0,168 dengan signifikansi 0,003 (p < 0,05), sehingga H0 ditolak dan H₁ diterima, yang berarti terdapat hubungan signifikan, positif, namun sangat lemah antara kedua variabel. Koefisien determinasi (R²) sebesar 2,8% menunjukkan keaktifan organisasi hanya berkontribusi kecil terhadap pengetahuan politik, sedangkan 97,2% sisanya dipengaruhi faktor lain seperti media massa, pembelajaran formal Pendidikan Kewarganegaraan, dan latar belakang keluarga. Dapat disimpulkan bahwa semakin aktif mahasiswa berorganisasi, kecenderungan pengetahuan politiknya sedikit lebih tinggi, meski hubungan tersebut sangat lemah dan tidak dapat dijadikan satu-satunya acuan peningkatan pengetahuan politik. Temuan ini diharapkan menjadi dasar penguatan sinergi organisasi kemahasiswaan dengan pembelajaran formal Pendidikan Kewarganegaraan, serta kajian lanjutan mengenai faktor lain yang memengaruhi pengetahuan politik mahasiswa calon pendidik.

Kata kunci: keaktifan organisasi kemahasiswaan, pengetahuan politik, mahasiswa FKIP, korelasi Spearman Rank

Active involvement in student organizations is expected to help students develop socio-political awareness, in line with Astin (1984) that student involvement contributes to learning and personal development. However, organizational activeness does not always correspond with political knowledge. Survey by the Faculty of Social and Political Sciences, Universitas Gadjah Mada (2024) found that 42.96% of students would accept campaign money without committing to vote, indicating low political literacy despite active organizational involvement, particularly among FKIP students as prospective educators shaping younger generations' political literacy. This study analyzes the relationship between organizational activeness and political knowledge among FKIP students at Syiah Kuala University, using a quantitative associative correlational design. The population consisted of 1,508 active student organization members within FKIP USK, with a sample of 316 respondents selected through Proportionate Stratified Purposive Sampling. Organizational activeness was measured with a Likert-scale questionnaire based on Astin's (1984) Student Involvement Theory, covering quantity (participation frequency, managerial involvement) and quality of involvement (leadership roles, self-development impact). Political knowledge was measured with an objective multiple-choice test based on Delli Carpini and Keeter's (1993) framework: Rules of the Game, Political Actors, and Policy Issues. Data were analyzed using the Spearman Rank correlation test due to non-normal data distribution. Results showed organizational activeness (70.89%) and political knowledge (76.90%) both fell into the moderate category. Hypothesis testing yielded a Spearman coefficient (ρ) of 0.168, significance 0.003 (p < 0.05), rejecting H0 and accepting H₁, indicating a significant, positive, yet very weak relationship between the two variables. The coefficient of determination (R²) of 2.8% indicates organizational activeness contributes minimally to political knowledge, while the remaining 97.2% is explained by other factors such as mass media, formal Civic Education, and family background. It can be concluded that greater organizational activeness slightly increases political knowledge, though the relationship is too weak to serve as its sole determinant. These findings are expected to support closer synergy between student organizations and formal Civic Education learning, and further research into other factors shaping pre-service teachers' political knowledge. Keywords: student organizational activeness, political knowledge, FKIP students, Spearman Rank correlation