HUBUNGAN ACHIEVEMENT EMOTIONS, SOCIAL EMOTIONS, DAN SELF-REGULATED LEARNING TERHADAP PRESTASI AKADEMIK MAHASISWA

ATMI, MUSTIKA RANI (2026) HUBUNGAN ACHIEVEMENT EMOTIONS, SOCIAL EMOTIONS, DAN SELF-REGULATED LEARNING TERHADAP PRESTASI AKADEMIK MAHASISWA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (4MB)
	PDF Restricted to Repository staff only Download (5MB)

Abstract

ABSTRAK Penelitian ini bertujuan untuk menganalisis hubungan antara achievement emotions, social emotions, dan self-regulated learning terhadap prestasi akademik mahasiswa. Emosi akademik (achievement emotions) dan emosi sosial (social emotions) memainkan peran penting dalam proses belajar mahasiswa, sementara kemampuan untuk mengatur diri dalam belajar (self-regulated learning) juga turut mempengaruhi keberhasilan akademik. Metode yang digunakan dalam penelitian ini adalah SmartPLS (SEM-PLS) untuk menguji hubungan antara ketiga variabel bebas tersebut dengan prestasi akademik sebagai variabel terikat, yang diukur menggunakan Indeks Prestasi Kumulatif (IPK). Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Data dikumpulkan melalui angket untuk mengukur achievement emotions, social emotions, dan self-regulated learning, serta dokumentasi untuk mendapatkan nilai IPK mahasiswa. Populasi penelitian adalah mahasiswa aktif Program Studi Pendidikan Matematika UIN Raden Intan Lampung angkatan 2022 hingga 2024, dengan sampel yang dipilih menggunakan teknik stratified random sampling. Pengujian data dilakukan dengan menggunakan SmartPLS untuk menguji hubungan antara ketiga variabel independen dan prestasi akademik mahasiswa. Hasil penelitian menunjukkan bahwa achievement emotions dan social emotions memiliki hubungan signifikan dengan prestasi akademik, sementara self-regulated learning juga berpengaruh positif. Temuan ini mengindikasikan bahwa emosi positif dan kemampuan regulasi diri yang baik dapat meningkatkan prestasi akademik mahasiswa. ABSTRACT This study aims to analyze the relationship between achievement emotions, social emotions, and self-regulated learning on students' academic achievement. Academic emotions (achievement emotions) and social emotions play a crucial role in students' learning process, while self-regulated learning also influences academic success. The method used in this study was SmartPLS (SEM-PLS) to examine the relationship between these three independent variables and academic achievement, which was measured using the Grade Point Average (GPA). This study employed a quantitative approach with a correlational design. Data were collected through questionnaires to measure achievement emotions, social emotions, and self-regulated learning, and documentation to obtain students' GPA. The study population was active students in the Mathematics Education Study Program at UIN Raden Intan Lampung from the 2022 to 2024 intake, with the sample selected using stratified random sampling. Data analysis was conducted using SmartPLS to examine the relationship between the three independent variables and students' academic achievement. The results of the study showed that achievement emotions and social emotions were significantly related to academic achievement, while self-regulated learning also had a positive effect. These findings indicate that positive emotions and strong self-regulation skills can improve students' academic achievement.

Actions (login required)

View Item