Academic Buoyancy Pada Mahasiswa Yang Bekerja Dan Tidak Bekerja Di Jakarta

Hiunata, Cristina; Linda, Linda

doi:10.30813/psibernetika.v11i2.1434

Cited by 3 publications

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“…According to Andi, working has a positive impact on students, such as earning extra income, training time management, adding experience and expanding connections in the world of work. In addition, working students can also learn new things so that they become versatile individuals and practice their skills before getting a permanent job [26].…”

Section: Working Studentsmentioning

confidence: 99%

An Overview of Learning Motivation Among Working Students During the Covid-19 Pandemic

Hermawan¹,

Astuti²

2021

Advances in Social Science, Education and Humanities Research

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Motivation to learn is a drive within individuals which directs him or her to learn something new. Working students who study while working are required to be able to carry out their duties and responsibilities properly, starting from time management, between the time spent at the college and at the working place. This study is aimed to find out the learning motivation of the working students. This research uses criterion sampling technique in selecting four participants. The research was conducted from September 2020 to December 2020, followed by the in-depth interviews with the four participants. The results of the study indicates that all participants still have motivation to learn both intrinsically and extrinsically even though they have to strictly manage their time between working and studying, to earn a living and to master new knowledge applicable before getting a job, but one of the participants had a poor grades at college because of working.

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Section: Working Studentsmentioning

confidence: 99%

An Overview of Learning Motivation Among Working Students During the Covid-19 Pandemic

Hermawan¹,

Astuti²

2021

Advances in Social Science, Education and Humanities Research

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“…Penelitian Hiunata & Linda (2019) menyatakan bahwa perbedaan status mahasiswa yang bekerja dan tidak bekerja dapat terlihat dari aspek-aspek self-efficacy, planning, persistence dan anxiety. Dengan kata lain, Hiunata dan Linda menyatakan bahwa mahasiswa yang bekerja dengan yang tidak bekerja akan mengalami perbedaan dalam hal mengevaluasi kemampuan diri, dalam perencanaan masa depan, kegigihan dan juga kecemasan yang dihadapi.…”

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“…Academic buoyancy mahasiswa yang bekerja menurut penelitian Hiunata & Linda (2019) menyatakan bahwa pada kategori tinggi sehingga mahasiswa tersebut dapat mengatasi kecemasan dengan memprioritaskan stressor yang penting dan mendesak dihadapi terlebih dahulu diselesaikan dibanding yang lain serta dapat menenangkan diri sejenak. Dengan kata lain mahasiswa yang bekerja mampu membuat perencanaan masa depan dengan baik dan juga mampu menetapkan batas untuk optimal baik dalam pekerjaan maupun perkuliahan (Panjwani & Aqil, 2020).…”

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“…Mahasiswa memiliki pengetahuan, dan banyak mendapat banyak kontak relasi dengan orang orang yang terkait dengan dunia pekerjaan sehingga dapat membuka peluang pekerjaan yang luas. Selain itu mahasiswa juga mampu meningkatkan kepercayaan diri, menumbuhkan jiwa kemandirian dan dapat langsung mengaplikasikan teori ke dunia kerja (Curtis & Shani, 2002;Hiunata & Linda, 2019;Mardelina & Muhson, 2017;Nalim, 2015) Berdasarkan hasil observasi dan wawancara kepada 15 Mahasiswa di Universitas Selamat Sri yang bekerja mendapatkan hasil bahwa mahasiswa yang juga seorang pekerja harus membiayai biaya kuliah sendiri, selain itu juga belajar untuk dapat menghasilkan penghasilan sendiri agar dapat membantu perekonomian keluarga dan dapat mengatur waktu antara berkuliah dan bekerja. Selain itu ada yang menyatakan untuk mengisi waktu luar setelah pulang bekerja agar dapat meningkatkan pengetahuan dengan berkuliah dan juga dapat menambah relasi sosial.…”

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Perbandingan Academic Buoyancy Mahasiswa yang Bekerja dan Tidak Bekerja

Rusmono,

Widyastika

2024

wacana

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The world of college is familiar with working students, but working students have several difficulties carrying out their academic demands. This research aims to determine whether there is a difference in academic buoyancy between working and non-working students in Kendal. The research sample was taken using a disproportionate stratified random sampling technique with a sample size of 124 students. This research uses a quantitative approach with a comparative method. The measuring tool used is the academic buoyancy scale, distributed using Google Forms. Data analysis used the independent sample t-test data analysis technique by comparing the mean results of each group. The results of the research in the t-test for equality of means show a significance of 0.001 < 0.05, indicating significant differences between the two groups, so the research hypothesis is accepted. Moreover, if the data is analyzed for each aspect of academic buoyancy, the differences between working and nonworking students become clearer (Sig. < 0.005).

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“…& Miller, 2019;Ortega-Maldonado & Salanova, 2018). Meanwhile, academic buoyancy is the student'' ability to successfully overcome everyday obstacles and problems that occur in academic life (Hiunata & Linda, 2019). Every student on several occasions must have challenges and pressures while attending school.…”

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confidence: 99%

Psychological capital, academic buoyancy, academic major satisfaction, and academic adjustment during the pandemic

Safriani

Muhid

2022

Indigenous

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The COVID-19 pandemic has impacted on the educational aspects of various levels of education, and several countries have shut schools nationwide affecting two-third of students worldwide. This change challenges the students who usually involved in face-to-face learning to switch to distance learning (online), and thus it influences their life as students and individuals. This study aims to determine the effect of psychological capital, academic buoyancy, and academic major satisfaction on academic adjustment of senior high school students during the COVID-19 pandemic. The subjects in this study were 145 students, taken by random sampling technique from the total population. The method used in this study was quantitative methods by using Structural Equation Modeling (SEM) analysis. Data collection employed was four scales: the psychological capital scale, academic buoyancy, academic major satisfaction, and the academic adjustment. The results of this study indicate that the R-Square value of the endogenous latent variable is 0.463, which means that the psychological capital, academic buoyancy, and academic major satisfaction variables have an influence on the academic adjustment variable of 46.3%. Thus, the hypothesis proposed in this study is accepted. Therefore, there is a significant positive effect of psychological capital, academic buoyancy, and academic major satisfaction on the academic adjustment of senior high school students during the COVID-19 pandemic.

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Academic Buoyancy Pada Mahasiswa Yang Bekerja Dan Tidak Bekerja Di Jakarta

Cited by 3 publications

References 0 publications

An Overview of Learning Motivation Among Working Students During the Covid-19 Pandemic

An Overview of Learning Motivation Among Working Students During the Covid-19 Pandemic

Perbandingan Academic Buoyancy Mahasiswa yang Bekerja dan Tidak Bekerja

Psychological capital, academic buoyancy, academic major satisfaction, and academic adjustment during the pandemic

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