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"ABSTRAKStudi ini memiliki tujuan untuk memahami bagaimana hubungan swakaji sebagai perkembangan epistemologis mahasiswa dan pendekatan belajar serta pencapaian akademik (IPK). Swakaji (perkembangan epistemologis self-authorship) adalah kapasitas internal mahasiswa dalam mengkonstruksi dan mengevaluasi klaim pengetahuan, memahami hakikat kontekstual dari pengetahuan, dan menjadi mandiri dalam pemerolehan pengetahuan. Studi ini juga mengeksplorasi atribut epistemologis mahasiswa sebagai validasi konvergen konstruk Swakaji. Analisis structural equation modelling (confirmatory factor analysis dan path analysis) digunakan untuk menguji hubungan antar konstruk. Hasil studi ini menyatakan bahwa dari 220 mahasiswa indonesia, tidak terdapat hubungan yang signifikan antara swakaji dan pencapaian akademik (IPK) (r = .051, p > .05). Terdapat pengaruh positif pendekatan belajar mendalam terhadap swakaji (β= .595, p < .05). Kedua pendekatan belajar (mendalam dan dangkal) tidak memiliki hubungan signifikan dengan pencapaian akademik (IPK). Swakaji dapat menjelaskan 28% varians sedangkan pencapaian akademik (IPK) dapat menjelaskan 7% varians seluruh atribut epistemologis (rasa keingintahuan epistemis, kebutuhan akan kognisi, pendekatan belajar, kepercayaan epistemologis, dan skeptisisme). Implikasi studi ini didiskusikan lebih lanjut.

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ABSTRAKThis study aim to understand the relations of Swakaji as student?s epistemological development with learning approaches and academic achievement (GPA). Swakaji (self-authorship epistemological development) is student's intermal capacity to construct and evaluate knowledge claims, understand the nature of contextual knowledge, and became autonomous in knowledge acquisition. This study is also aim to explore student?s epistemological attributes as a convergent validation of Swakaji. Structural equation modelling analysis used to test the relations among constructs. Results of this study find that from 220 Indonesian college students, there is no significant correlation of Swakaji and academic achievement (GPA) (r=.051, p>.05). There is positive effect of deep learning approaches towards Swakaji (β=.595, p<.05). Both of learning approaches (deep and surface) are uncorrelated with academic achievement (GPA). Approximately 28% of the variance in Swakaji and approximately 7% of the variance in the academic achievement (GPA) could be explained by all epistemological attributes (epistemic curiosity, need for cognition, learning approaches, epistemological beliefs, an skepticism). The implications of the results were discussed."

"Berbagai seleksi dilakukan untuk dapat memprediksi kesuksesan akademik mahasiswa, namun belum ada seleksi yang yang berkaitan dengan kemampuan regulasi diri, motivasi akademik, dan berpikir abstrak. Executive function terbukti berkaitan dengan regulasi diri, motivasi akademik, dan berpikir abstrak. Penelitian ini dilakukan untuk melihat hubungan dan pengaruh executive function terhadap prestasi akademik pada mahasiswa. Partisipan berjumlah 144 mahasiswa Universitas Indonesia. Komponen-komponen executive function diukur dengan alat ukur Backward Digit Recall Test, Kelancaran Verbal Fonemik dan Semantik, Tower of Hanoi, dan Stroop Color and Word Test. Hasil perhitungan multiple regression menunjukkan secara bersama-sama komponen-komponen executive function tidak dapat memprediksi prestasi akademik. Namun jika dihitung menggunakan simple regression, ditemukan bahwa tiga dari empat komponen executive function yang diteliti, yaitu working memory, generativity dan inhibition secara signifikan dapat memprediksi prestasi akademik. Cognitive flexibility ditemukan tidak dapat memprediksi prestasi akademik. Hasil penelitian ini menunjukkan bahwa kemampuan mahasiswa dalam memanipulasi dan menyimpan informasi, memunculkan ide, serta menahan respon yang tidak sesuai konteks berpengaruh terhadap prestasi akademik.

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Various selection is done to be able to predict the academic success of students, but there is no selection with regard to the ability of self-regulation, academic motivation, and abstract thinking. Executive function has been found associated with self-regulation, academic motivation, and abstract thinking. This study was conducted to see the relationship between executive function and academic achievement in students. Participants are 144 students of Universitas Indonesia. The components of executive function was measured by Backward Digit Recall Test, Phonemic and Semantic Verbal Fluency Test, Tower of Hanoi, and the Stroop Color and Word Test. Results of multiple regression calculation shows that together the components of executive function can not predict academic achievement. However, if calculated using simple regression, it was found that three of the four components of executive function, which are working memory, inhibition and generativity significantly predicted academic achievement. Cognitive flexibility was found not able to predict academic achievement. Results of this study indicate that students' ability to manipulate and store information, generate new ideas, and holding the inappropriate response affect academic achievement."

"Stres akademik merupakan jenis stres yang dipicu oleh stressor berupa beban akademik. Jenis stres ini memberikan pengaruh negatif dalam proses belajar dan prestasi mahasiswa. Salah satu upaya untuk mengurangi stres akademik adalah dengan pengembangan self-regulated learning, sebuah perilaku dimana seseorang mampu mengelola proses belajar mereka sendiri. Di sisi lain, dalam ajaran Islam dikenal sebuah sikap yang dianjurkan bagi muslim yaitu tawakal. Tawakal adalah sikap berusaha dan berserah diri kepada Allah, sikap ini dapat diterapkan dalam berbagai kegiatan termasuk dalam belajar yang digambarkan dengan kesungguhan dalam belajar dan berserah diri kepada Allah setelah berusaha. Pengertian tawakal bagi muslim saat ini hanya fokus terhadap berserah diri kepada Allah dan kurang fokus terhadap usaha sebelum berserah diri. Tawakal dalam penelitian ini akan fokus terhadap usaha dan penyerahan diri kepada Allah dalam kegiatan belajar mahasiswa. Penulis dalam penelitian ini ingin mengetahui apakah self-regulated learning memiliki pengaruh signifikan terhadap stres akademik. Kemudian penulis juga ingin mengetahui apakah tawakal dalam belajar juga memiliki pengaruh signifikan terhadap stres akademik di kalangan mahasiswa. Penelitian ini juga bertujuan untuk mengetahui pengaruh self-regulated learning dan sikap tawakal dalam belajar secara bersamaan terhadap stres akademik pada mahasiswa. Dengan menggunakan metode kuantitatif, penelitian ini melibatkan 150 mahasiswa aktif muslim pada jenjang S1 dan setara S1 (D4 dan S1 ekstensi) di universitas-universitas baik Negeri maupun swasta di Jakarta, Bogor, Depok, Tangerang dan Bekasi. Hasil penelitian ini menunjukkan bahwa self-regulated learning memiliki pengaruh signifikan terhadap stres akademik Tawakal dalam belajar juga terbukti memiliki pengaruh signifikan terhadap stres akademik. Kemudian self-regulated learning dan tawakal dalam belajar secara bersamaan terbukti memberikan pengaruh terhadap stres akademik pada mahasiswa.

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Academic stress is a type of stress triggered by a stressor in the form of academic burden. This type of stress has negative influence on the learning process and student's achievement. One of the efforts to reduce academic stress is by developing self-regulated learning, a behavior in which a person is able to manage their own learning process. On the other hand, there is an Islamic teaching known as tawakal or the attitude of trying and surrendering to Allah. This attitude of allegiance can be applied in variety of activities including learning, which is conceived with sincerity in learning and surrendering to God after trying.

Understanding tawakal for most Muslims today only focuses on surrendering to Allah and focusing less on the effort before surrendering. Tawakal in this study will focus on the effort of learning and surrendering to God in student learning activities.

The author in this study wanted to find out whether self-regulated learning has a significant influence on academic stress. Also, the author wants to find out whether tawakal in learning also has a significant influence on academic stress among students. This study aims to determine the effect of self-regulated learning and tawakal in learning simultaneously, against the academic stress in students.

By using quantitative methods, this study has involved 150 active Muslim students at S1 level and equivalent to S1 (D4 and S1 extensions) in both public and private universities in Jakarta, Bogor, Depok, Tangerang and Bekasi.

The results of this study indicate that self-regulated learning has a significant influence on academic stress, Tawakal in learning also has a significant effect on academic stress. Then self-regulated learning and tawakal in learning simultaneously proved to have an effect on academic stress on students."

"Fleksibilitas kognitif merupakan salah satu kemampuan penting yang harus dimiliki oleh mahasiswa untuk tetap adaptif dalam situasi sulit. Salah satu kesulitan yang dialami oleh mahasiswa adalah dari faktor ekonomi, terutama pada mahasiswa KIP Kuliah. Fleksibilitas kognitif merupakan salah satu prediktor resiliensi akademik mahasiswa, sehingga mereka tetap bisa berprestasi meskipun mengalami hambatan-hambatan selama masa studinya. Instrumen dari fleksibilitas kognitif menggunakan alat ukur CFI (Dennis & Vander Wal, 2010) yang terdiri dari dimensi alternatif dan kontrol. Selanjutnya, resiliensi akademik diukur menggunakan alat ukur ARS (Cassidy, 2016). Penelitian ini bertujuan untuk menginvestigasi pengaruh dimensi alternatif dan dimensi kontrol fleksibilitas kognitif terhadap resiliensi akademik mahasiswa KIP Kuliah. Penelitian dilakukan terhadap 166 mahasiswa aktif penerima KIP Kuliah berusia 18-24 tahun. Hasil penelitian menunjukkan bahwa fleksibilitas kognitif memiliki dapat memprediksi tingkat resiliensi akademik mahasiswa. Hasil studi juga menunjukkan bahwa fleksibilitas kognitif dimensi alternatif lebih berperan memprediksi resiliensi akademik dibandingkan dengan dimensi kontrol. Hasil penelitian ini diharapkan dapat menjadi pertimbangan bagi pihak Perguruan Tinggi untuk melatih fleksibilitas kognitif mahasiswa agar lebih mampu meningkatkan resiliensi akademik mereka.

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Cognitive flexibility is one of the essential abilities that must be possessed by students to remain adaptive in difficult situations. One of the difficulties experienced by students is due to economic factors, especially for KIP College students. Cognitive flexibility is a predictor of student academic resilience so that they can still achieve despite experiencing obstacles during their studies. The measurement for cognitive flexibility uses the CFI (Dennis & Vander Wal, 2010), which consists of alternative and control dimensions. Furthermore, academic resilience is measured using the ARS (Cassidy, 2016). This study aims to investigate the effect of alternative and control dimensions of cognitive flexibility on the academic resilience of KIP College students. The research was conducted on 166 active college students aged 18-24 years who received KIP. The results show that cognitive flexibility can predict the level of students’ academic resilience. The study results also show that the alternative dimension has a greater influence on academic resilience than the control dimension. The results of this study can be a suggestion for higher education institutions to train students' cognitive flexibility to be able to increase their academic resilience."

"ABSTRACTMahasiswa sering kali memiliki kualitas tidur yang kurang baik. Salah satu penyebab kualitas tidur yang kurang baik pada mahasiswa adalah tingginya tuntutan akademis di tingkat perguruan tinggi. Tingginya tuntutan akademik menyebabkan stres akademik. Sleep hygiene yang baik menjadi salah satu upaya untuk meningkatkan kualitas tidur. Penelitian ini bertujuan untuk melihat pengaruh moderasi sleep hygiene terhadap hubungan antara stres akademik dengan kualitas tidur mahasiswa. Partisipan penelitian berjumlah 328 orang dari berbagai perguruan tinggi di Indonesia. Kualitas tidur diukur dengan Pittsburgh Sleep Quality Index PSQI, stres akademik diukur melalui Student-Life Stress Inventory SSI, dan sleep hygiene diukur dengan Sleep Hygiene Index SHI. Hasil penelitian menemukan bahwa model statistik signifikan.

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ABSTRACTCollege students are often subjected to poor sleep quality. High academic demand in university which leads to academic stress, becomes one of the reason for poor sleep quality. Good sleep hygiene has become a way to improve sleep quality. This study examine the effect of academic stress on sleep quality with sleep hygiene as the moderator in college students. This study was conducted on 328 participants from various universities in Indonesia. Sleep quality was measured using the Pittsburgh Sleep Quality Index PSQI, academic stress was measured by the Student Life Stress Inventory SSI, and sleep hygiene was measured by the Sleep Hygiene Index SHI. Results showed that the model was significant."

"Penelitian ini bertujuan untuk mengetahui hubungan antara ketakutan terhadap kegagalan dan perilaku kecurangan akademik. Responden penelitian ini berjumlah 368 orang mahasiswa yang didapatkan melalui metode pengambilan data accidental sampling. Alat ukur yang digunakan adalah PFAI (Performance Failure Appraisal Inventory) yang dikonstruk oleh Conroy (2002) dengan lima konsekuensi aversif yaitu (1) ketakutan mengalami penghinaan dan rasa malu, (2) ketakutan akan penurunan etimasi diri, (3) ketakutan akan ketidakpastian masa depan, (4) ketakutan akan hilangnya pengaruh sosial, serta (5) ketakutan akan mengecewakan orang terdekat. Kecurangan akademik diukur dengan kuesioner kecurangan akademik yang dibuat berdasarkan tiga teori yaitu Pavela (1978), McCabe dan Trevino (1997), serta Newstead, Stokes, dan Armstead (1996). Hasil penelitian menunjukkan bahwa tidak terdapat hubungan yang signifikan antara ketakutan terhadap kegagalan dan kecurangan akademik (r = 0,004, p>0,05, two tailed). Hal tersebut menunjukkan bahwa semakin tinggi tingkat ketakutan terhadap kegagalan pada mahasiswa, maka tidak mempengaruhi banyaknya perilaku kecurangan akademik yang dilakukannya selama menjadi mahasiswa.

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This study aimed to find the correlation between fear of failure and academic dishonesty. Respondents are 368 undergraduate students which obtained by accidental sampling method. The test are PFAI (Performance Failure Appraisal Inventory) constructed by Conroy (2002) with five aversive consequence: 1) experiencing shame and embarrassment experiences, 2) devaluing one‟s self-estimate, 3) having an uncertain future, 4) losing social influence, and 5) upsetting important others.

Academic dishonesty measured by Kuesioner Kecurangan Akademik which constructed from three perspective theory that is Pavela (1978), McCabe dan Trevino (1997), and Newstead, Stokes, and Armstead (1996). The result shows there were no significant correlation between fear of failure and academic dishonesty (r = 0,004, p>0,05, two tailed). That indicates the higher level of fear of failure on college students are not impacting the quantity of academic dishonesty behavior during they are being a student."

"Beragam kesulitan dan tuntutan akademik dapat terjadi pada mahasiswa ketika memasuki perguruan tinggi. Mereka dituntut untuk mampu beradaptasi dalam menghadapi tantangan dan kegagalan selama menjalani studi hingga tamat. Hal itulah yang membuat mahasiswa tidak lepas dari berbagai hal yang menimbulkan rasa stres dan kurang menerima diri sehingga bisa berdampak pada psychological wellbeing mereka. Beberapa penelitian terdahulu telah menemukan bahwa psychological wellbeing dipengaruhi oleh berbagai faktor, salah satunya adalah resiliensi akademik. Oleh karena itu, tujuan penelitian ini adalah untuk melihat peran resiliensi akademik terhadap psychological wellbeing pada mahasiswa. Penelitian ini adalah penelitian kuantitatif dengan teknik analisis statistik regresi linear sederhana. Alat ukur yang digunakan adalah Ryff’s Psychological Wellbeing Scale dan Academic Resilience Scale-30. Partisipan penelitian ini melibatkan 238 mahasiswa (Perempuan = 73.9%; mean usia = 21.44; SD = 0.823). Hasil penelitian menunjukkan bahwa resiliensi akademik memiliki peran yang signifikan dan positif terhadap psychological wellbeing mahasiswa sebesar 33.7%. Hasil penelitian diharapkan dapat memberikan pemahaman yang lebih mendalam tentang bagaimana resiliensi akademik berperan penting terhadap psychological wellbeing mahasiswa.

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The academic difficulties and demands can be faced by students when they pursue higher education. They are required to be adaptable in facing challenges and failures along their studies until they successfully graduate. This situation causes these college students to experience various issues that lead to stress and low self-esteem, which can impact their psychological wellbeing. Previous studies have found that psychological wellbeing is influenced by various factors, one of which is academic resilience. Therefore, the aim of this study is to examine the role of academic resilience in the psychological wellbeing of students. This research is a quantitative study using simple linear regression analysis techniques. The measurement tools used are the Academic Resilience Scale-30 and Ryff’s Scale of Psychological Wellbeing. The participants of this study involved 238 college students (Female = 73.9%; mean age = 21.44; SD = 0.823). The results of the study indicate that academic resilience has a significant and positive role in the psychological wellbeing of these students, accounting for 33.7%. The research results are expected to provide a deeper understanding of how academic resilience contributes to psychological wellbeing among college students."

"ABSTRAKMahasiswa dituntut mengatur kehidupan akademik dan non akademik secara mandiri. Terlalu banyak kegiatan non akademik mengganggu keterlibatan belajar mahasiswa. Tujuan penelitian ini adalah untuk mengetahui peran regulasi diri dalam belajar sebagai mediator dalam hubungan antara academic buoyancy dan keterlibatan belajar. Sampel penelitian ini adalah 463 mahasiswa S1 Universitas Indonesia laki-laki 25,1 perempuan 74,7 . Keterlibatan belajar diukur menggunakan alat ukur The Student Course Engagement Questionnaire SCEQ . Academic buoyancy diukur menggunakan alat ukur Academic Buoyancy Scale ABS dengan tambahan lima item. Regulasi diri dalam belajar diukur dengan Motivated Strategies for Learning Questionnaire MSLQ dimensi self regulation strategies. Desain penelitian ini adalah non eksperimental dengan tipe korelasional. Uji statistik dilakukan dengan menggunakan regresi linier, dan uji mediasi menggunakan Program Macro PROCESS oleh Andrew Hayes. Hasil penelitian menunjukkan bahwa regulasi diri dalam belajar terbukti memediasi secara parsial dalam hubungan antara academic buoyancy dan keterlibatan belajar. Pada penelitian ini, juga ditemukan adanya kontribusi yang besar dari academic buoyancy terhadap regulasi diri dalam belajar. Saran untuk penelitian selanjutnya adalah untuk meneliti faktor yang memengaruhi hubungan academic buoyancy dan regulasi diri dalam belajar.

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ABSTRACTCollege students had to manage their academic and non academic life independently. Too many non academic activities could affect their student engagement. The purpose of this study is to determine the mediator role of self regulated learning in the relationship between academic buoyancy and student engagement. There were 463 undergraduate bachelor students in Universitas Indonesia participated in this study male 25,1 and female 74,7 . Student engagement was measured by The Student Course Engagement Questionnaire SCEQ . Academic buoyancy was measured by Academic Buoyancy Scale ABS with five items addition. Self regulated learning was measured by Motivated Strategies for Learning Questionnaire MSLQ with self regulation strategies dimension. The study rsquo s design is non experimental with correlation type. The study used linear regression and tested medation effect by Program Macro PROCESS by Andrew Hayes. The result is self regulated learning has a partial mediation effect in the relationship between academic buoyancy and student engagement. The study also found that there is a huge contribution from academic buoyancy towards self regulated learning. For the future study, it could examine factor influencing the relationship between academic buoyancy and self regulated learning."

"Fenomena ide bunuh diri rentan hadir di kalangan mahasiswa yang dipengaruhi oleh berbagai konteks biopsikososial. Ketika kehidupan yang rentan tersebut disertai dengan faktor risiko, maka akan menyebabkan ide bunuh diri menjadi benar-benar hadir. Salah satu faktor risiko ide bunuh diri di kalangan mahasiswa adalah kejenuhan akademik yang berperan sebagai prediktor munculnya ide bunuh diri. Penelitian ini bertjuan untuk menguji peran kejenuhan akademik terhadap ide bunuh diri dengan menggunakan alat ukur Depressive Symptom Index-Suicidality Subscale (DSI-SS) untuk mengukur ide bunuh diri dan Academic Burnout Scale (ABS) untuk mengukur kejenuhan akademik. Berdasarkan 694 partisipan mahasiswa yang diolah datanya dengan analisis statistik regresi sederhana, ditemukan bahwa kejenuhan akademik secara signifikan memprediksi munculnya ide bunuh diri dengan korelasi positif (R2 = 0,200, p < 0,05). Dengan begitu, semakin tinggi tingkat keperahan kejenuhan akademik, maka semakin tinggi kemungkinan munculnya ide bunuh diri.

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The phenomenon of suicidal ideation has been prone to emerge among students who are influenced by various biopsychosocial contexts. When this vulnerability has been accompanied by risk factors, it will caused suicidal ideation to be very present. One of the risk factors for suicidal ideation among college students was academic burnout which acts as a predictor of the emergence of suicidal ideation. This study aimed to examine the role of academic burnout to suicidal ideation by using the Depressive Symptom Index - Suicidality Subscale (DSI-SS) to measure suicidal ideation and the Academic Burnout Scale (ABS) to measure academic burnout. Based on 694 student participants whose data was processed using analysis statistical of simple linear regression, it was found that academic burnout significantly predicted the emergence of suicidal ideation with a positive correlation (R2 = 0,200, p < 0,05). Therefore, the higher level of academic burnout in college students, the higher possibility they have of having suicidal ideation."

"Academic procrastination was often doing by college students (Ellis & Knaus, in Solomon & Rothblum, 1984). One of the factors that influence academic procrastination is how the people look themself. The person who look themself poorly and engage with fear of failure have a tendency to avoid evaluating with others (Vohs & Heatherton, 2004). Social comparison constructed into two dimensions are ability and opinion (Gibbons & Buunk, 1999). So, the researcher conducted a study to find the relationship between social comparison and academic procrastination among college students. Social comparison is measured using Iowa-Netherlands Comparison Orientation Measureproposed (INCOM) and academic procrastination is measured using Procrastination Assessment Scale for Students (PASS). The participants of this study are 211 participants (150 female," "61 male) that selected by non-random sampling (accidental sampling). The result show that in general, there is no significant relationship between social comparison about ability dimension and academic procrastination (R= 0,116; p=0,120). Then, there’s a significant relationship between social comparison about opinion dimension and academic procrastination (R= -0,191; p= 0,0110, significant at los 0,05).

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Academic procrastination was often doing by college students (Ellis & Knaus, in Solomon & Rothblum, 1984). One of the factors that influence academic procrastination is how the people look themself. The person who look themself poorly and engage with fear of failure have a tendency to avoid evaluating with others (Vohs & Heatherton, 2004). Social comparison constructed into two dimensions are ability and opinion (Gibbons & Buunk, 1999). So, the researcher conducted a study to find the relationship between social comparison and academic procrastination among college students. Social comparison is measured using Iowa-Netherlands Comparison Orientation Measureproposed (INCOM) and academic procrastination is measured using Procrastination Assessment Scale for Students (PASS). The participants of this study are 211 participants (150 female, 61 male) that selected by non-random sampling (accidental sampling). The result show that in general, there is no significant relationship between social comparison about ability dimension and academic procrastination (R= 0,116; p=0,120). Then, there’s a significant relationship between social comparison about opinion dimension and academic procrastination (R= -0,191; p= 0,0110, significant at los 0,05)."