ONLINE LEARNING DAN MOTIVASI BELAJAR MAHASISWA: SEBUAH STUDI META-ANALISIS
Keywords:
Pembelajaran online, motivasi belajar, meta-analisisAbstract
Pembelajaran daring telah menjadi metode yang semakin populer di berbagai institusi pendidikan, terutama setelah pandemi COVID-19. Penelitian ini bertujuan untuk mengevaluasi pengaruh pembelajaran daring terhadap motivasi belajar mahasiswa melalui pendekatan meta-analisis. Sebanyak 8 artikel yang relevan dianalisis, menghasilkan ukuran efek gabungan sebesar 0.80, yang tergolong efek besar. Hasil ini menunjukkan bahwa pembelajaran daring dapat meningkatkan motivasi belajar mahasiswa secara signifikan, terutama jika didukung oleh desain pembelajaran yang interaktif dan teknologi yang memadai. Namun, variasi hasil di antara penelitian menunjukkan bahwa faktor-faktor seperti kualitas platform, keterlibatan dosen, dan aksesibilitas teknologi memainkan peran penting dalam keberhasilan pembelajaran daring. Penelitian ini memberikan rekomendasi bagi institusi pendidikan untuk memperbaiki kualitas pembelajaran daring dan mengidentifikasi faktor-faktor moderasi yang dapat meningkatkan efektivitasnya.
References
Broadbent, J. and Poon, W. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: a systematic review. The Internet and Higher Education, 27, 1-13. https://doi.org/10.1016/j.iheduc.2015.04.007
Emda, A. (2018). Kedudukan motivasi belajar siswa dalam pembelajaran. Lantanida Journal, 5(2), 172. https://doi.org/10.22373/lj.v5i2.2838
Garrison, D. R., Anderson, T., & Archer (2000) W. Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2 (2-3), 1-19.
İzmirli, S. and İzmirli, Ö. (2015). Factors motivating preservice teachers for online learning within the context of arcs motivation model. Turkish online Journal of Distance Education, 16(2). https://doi.org/10.17718/tojde.26620
Karataş, H. and Erden, M. (2014). Academic motivation: gender, domain and grade differences. Procedia - Social and Behavioral Sciences, 143, 708-715. https://doi.org/10.1016/j.sbspro.2014.07.469
Keskin, S. and Yurdugül, H. (2020). Factors affecting students’ preferences for online and blended learning: motivational vs. cognitive. European Journal of Open Distance and E-learning, 22(2), 72-86. https://doi.org/10.2478/eurodl-2019-0011
Kim, C., Park, S. W., & Cozart, J. (2012). Affective and motivational factors of learning in online mathematics courses. British Journal of Educational Technology, 45(1), 171-185. https://doi.org/10.1111/j.1467-8535.2012.01382.x
Kuo, Y. C., Walker, A., Schröder, K. E. E., & Belland, B. R. (2014). Interaction, internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. https://doi.org/10.1016/j.iheduc.2013.10.001
Özüdoğru, G. (2022). The effect of distance education on self-efficacy towards online technologies and motivation for online learning. Journal of learning and Teaching in Digital Age, 7(1), 108-115. https://doi.org/10.53850/joltida.1003915
Purnomo, B., Muhtadi, A., Ramadhani, R., Manaf, A., & Hukom, J. (2022). The effect of flipped classroom model on mathematical ability: A meta analysis study. Jurnal Pendidikan Progresif, 12(3), 1201-1217.
Retnawati, H., Apino, E., Djidu, H., & Kartianom. (2018). Pengantar Analisis Meta. Yogyakarta: Paroma Publishing
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Sulistyowati, E., Hukom, J., & Muhtadi, A. (2023). Meta-Analysis of Flipped Classroom on Students’ Mathematics Abilities: Effectiveness and Heterogeneity Analysis. JTP - Jurnal Teknologi Pendidikan, 25(2), 140-159.
Yogi, N. (2023). Pengembangan pembelajaran daring dan media online terhadap kemandirian belajar yang dimediasi motivasi belajar siswa sma. Journal of Education Research, 4(3), 1101-1118. https://doi.org/10.37985/jer.v4i3.304
Zaitun, Z., Hadi, M., & Harjudanti, P. (2021). The impact of online learning on the learning motivation of junior high school students. Bisma the Journal of Counseling, 5(1), 56-63. https://doi.org/10.23887/bisma.v5i1.35980
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Musawira (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
