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"Agentic engagement atau keterlibatan agentik berperan penting dalam proses belajar dan pencapaian prestasi pemelajar. Untuk terlibat dalam proses belajar secara aktif, salah satu faktor yang dapat menjadi kendala pemelajar adalah merasa malu atau tidak percaya diri untuk berbicara di depan orang banyak. Dalam hal ini kepribadian diasumsikan berhubungan dengan keterlibatan pemelajar di dalam kelas. Penelitian ini bertujuan untuk melihat hubungan antara kepribadian dan agentic engagement. Partisipan penelitian ini adalah mahasiswa aktif dari universitas yang berlokasi di Jabodetabek. Agentic Engagement Scale (AES) digunakan untuk mengukur variabel agentic engagement. Kepribadian akan diukur menggunakan instrumen Mini IPIP-BFM-25. Berdasarkan hasil uji korelasi Pearson pada 294 partisipan, ditemukan korelasi yang positif dan signifikan antara dimensi extraversion, agreeableness, conscientiousness, dan openness to experience terhadap agentic engagement. Implikasi hasil penelitian ini dapat memperkaya khazanah dalam ilmu Psikologi Pendidikan dan menambah wawasan bagi pemelajar maupun pengajar tentang agentic engagement dalam mengoptimalkan proses pembelajaran.

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Agentic engagement plays an important role in the learning process and achievement of learners' achievements. To be actively involved in the learning process, one of the factors that can be an obstacle for learners is to feel embarrassed or not confident to speak in front of a crowd. In this case the personality is assumed to be related to the involvement of the learner in the classroom. This study aims to see the relationship between personality and agentic engagement. The participants of this study are active students from universities located in Jabodetabek. The Agentic Engagement Scale (AES) is used to measure agentic engagement variables. Personality will be measured using the Mini IPIP-BFM-25 instrument. Based on the results of the Pearson correlation test in 294 participants, a positive and significant correlation was found between the dimensions of extraversion, agreeableness, conscientiousness, and openness to experience to agentic engagement. The implications of the results of this study can enrich the treasures in educational psychology and add insight for learners and teachers about agentic engagement in optimizing the learning process."

"Pada dunia Pendidikan, pencapaian akademik setiap peserta didik dipengaruhi oleh berbagai hal, salah satunya adalah keterlibatan agentik atau agentic engagement. Akan tetapi, sejak diterapkannya Pembelajaran Jarak Jauh (PJJ), terjadi penurunan student engagement dalam belajar yang berdampak pada berbagai hal seperti putus sekolah. Student engagement sendiri juga dipengaruhi oleh berbagai faktor, seperti kelekatan dengan teman sebaya atau peer attachment. Oleh karena itu, penelitian ini bertujuan untuk mengetahui hubungan antara peer attachment dan agentic engagement selama PJJ. Partisipan penelitian ini terdiri dari 215 mahasiswa baru perguruan tinggi di Jabodetabek dengan rentang usia 18-21 tahun (M =19,1, SD = 0.81). Alat ukur yang digunakan adalah Agentic Engagement Scale (AES) untuk mengukur variabel agentic engagement dan Inventory of Parent and Peer Attachment (IPPA) untuk mengukur variabel peer attachment. Analisis yang dilakukan pada penelitian ini adalah analisis korelasi pearson. Hasil penelitian yang diperoleh menunjukkan bahwa peer attachment memiliki hubungan yang positif dan signifikan terhadap agentic engagement (r = 0.23, p < 0.01, r2 = 0.05). Artinya, semakin tinggi peer attachment.

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In education's world, the academic achievement of each student is influenced by various things, one of them is agentic engagement. However, since the implementation of Distance Learning (PJJ), there has been a decrease in student engagement in learning which has an impact on various things such as dropping out of school. Student engagement itself is also influenced by various factors, such as peer attachment. Therefore, this study aims to determine the relationship between peer attachment and agentic engagement during PJJ. The participants of this study consisted of 215 freshmans of higher education in Jabodetabek with an age range of 18-21 years (M = 19.1, SD = 0.81). The measuring instrument used is the Agentic Engagement Scale (AES) to measure the agentic engagement variable and the Inventory of Parent and Peer Attachment (IPPA) to measure the peer attachment variable. The analysis conducted in this research is Pearson correlation analysis. The results obtained indicate that peer attachment has a positive and significant relationship to agentic engagement (r = 0.23, p < 0.01, r2 = 0.05). That is, the higher the peer attachment to students, the higher the level of agentic engagement in learning. Vice versa."

"Beberapa penelitian telah menemukan adanya penurunan keterlibatan belajar peserta didik pada kondisi pandemi Covid-19. Padahal, keterlibatan belajar peserta didik merupakan salah satu faktor penting yang dapat memengaruhi prestasi akademik peserta didik. Salah satu komponen dari keterlibatan belajar adalah agentic engagement, yang menunjukkan kontribusi konstruktif peserta didik dalam proses pembelajaran. Beberapa penelitian terdahulu menemukan bahwa keterlibatan belajar dapat dipengaruhi oleh berbagai faktor, salah satunya oleh self-regulated learning. Oleh karena itu, penelitian ini dilakukan untuk mencari tahu hubungan antara self-regulated learning dan agentic engagement selama pembelajaran jarak jauh. Partisipan penelitian merupakan peserta didik kelas 12 SMA yang bersekolah di wilayah Jabodetabek. Self-regulated learning diukur dengan menggunakan Motivated Strategies for Learning Questionnaire, sedangkan agentic engagement diukur dengan menggunakan Agentic Engagement Scale. Penelitian dilakukan terhadap 202 partisipan berusia 16-20 tahun (M = 17.69, SD = .84). Berdasarkan uji korelasi Pearson, ditemukan bahwa self-regulated learning berkorelasi secara positif dan signifikan dengan agentic engagement (r = .62, p < .05). Artinya, semakin tinggi kemampuan self-regulated learning peserta didik, maka agentic engagement peserta didik juga akan semakin tinggi, begitu juga sebaliknya. Lebih lanjut, nilai effect size menunjukkan bahwa terdapat 38% variasi dari agentic engagement yang dapat dijelaskan oleh self-regulated learning.

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Several studies have found a decrease in student engagement during the Covid-19 pandemic. Though, student engagement is one of the important factors that can affect student academic achievement. One component of engagement is agentic engagement, which shows the constructive contribution of learners in the learning process. Several previous studies have found that student engagement can be influenced by various factors, one of which is self-regulated learning. Therefore, this study was conducted to find out the relationship between self-regulated learning and agentic engagement during the distance learning condition. Research participants are 12th grade high school students who study in the Jabodetabek area. Self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire, while agentic engagement was measured using the Agentic Engagement Scale. The study was conducted on 202 participants aged 16-20 years (M = 17.69, SD = .84). Based on the Pearson correlation test, it was found that self-regulated learning was positively and significantly correlated with agentic engagement r = .62, p < .05). It means that the higher the self-regulated learning ability of students, the higher the agentic engagement of students, and vice versa. Furthermore, the effect size value shows that there is a 38% variation in agentic engagement which can be explained by self-regulated learning."

"Pada masa pandemi Covid-19, peserta didik diharapkan dapat terlibat dan tetap termotivasi di dalam Pembelajaran Jarak Jauh melalui aplikasi daring yang rentan akan munculnya masalah teknis, dan suasana pembelajaran yang dapat menyebabkan proses pembelajaran tidak berlangsung dengan baik. Penelitian ini bertujuan melihat hubungan antara school climate dan agentic engagement peserta didik kelas 12 SMA dalam PJJ di wilayah Jabodetabek. Alat ukur yang digunakan adalah Agentic Engagement Scale (AES) untuk mengukur agentic engagement dan Delaware School Climate Survey (DSCS-S) untuk mengukur school climate. Melalui teknik convenience sampling, diperoleh partisipan dengan rentang usia 16 – 20 tahun (M = 17.69, SD = 0.84, N = 202). Analisis hasil menunjukkan adanya korelasi yang positif dan signifikan (r = 0.65, p < 0.01) antara school climate dan agentic engagement. Hasil mengindikasikan bahwa semakin baik school climate yang dipersepsikan peserta didik, maka semakin baik pula kontribusi aktif dan proaktif yang dilakukan oleh peserta didik kelas 12 SMA. Implikasi dari penelitian ini adalah penelitian ini dapat dimanfaatkan bagi pihak sekolah untuk menciptakan school climate yang baik agar agentic engagement peserta didik dalam proses pembelajaran dapat terfasilitasi lebih optimal.

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During the Covid-19 pandemic, students are expected to be involved and stay motivated in Distance Learning through online applications that are prone to technical problems, and a learning atmosphere that can cause the learning process to not go well. This study aims to examine the relationship between school climate and agentic engagement of 12th grade high school students in PJJ in Jabodetabek area. The measuring instruments used are Agentic Engagement Scale (AES) to measure agentic engagement and Delaware School Climate Survey-Student (DSCS-S) to measure school climate. Through convenience sampling technique, participants were obtained with an age range of 16 – 20 years (M = 17.69, SD = 0.84, N = 202). Analysis of the results showed a significant correlation (r = 0.65, p < 0.01) between school climate and agentic engagement. The results indicate that the better the perceived school climate, the better the active and proactive contributions made by grade 12 high school students. The implication of this research is that this research can be used by the school community to encourage a good school climate in order to create a more optimal agentic engagement."

"Penelitian ini berangkat dari rendahnya skor Indonesia di PISA 2018 yang berimplikasi kepada kompetensi siswa remaja di Indonesia yang sangat rendah apabila dibandingkan dengan kompetensi siswa remaja di seluruh dunia. Keterlibatan siswa di dalam kelas berperan penting dalam mengembangkan kompetensi yang dimiliki siswa. Oleh karena itu, penelitian ini bertujuan untuk mengetahui peran keterlibatan orang tua terhadap keterlibatan agentik siswa di dalam Pendidikan Jarak Jauh (PJJ). Partisipan merupakan 334 siswa kelas 12 SMA Negeri di Jabodetabek yang menjalani PJJ. Untuk mengukur keterlibatan orang tua digunakan Perception of Parents Scales (POPS) (Grolnick et al., 1991) dan Agentic Engagement Scales (AES) (Reeve, 2013) digunakan untuk mengukur keterlibatan agentik. Data penelitian dianalisis dengan regresi linier berganda untuk menguji peran keterlibatan orang tua terhadap keterlibatan agentik siswa. Hasil pengujian hipotesis menunjukkan adanya kontribusi sebesar 4,2% keterlibatan orang tua terhadap keterlibatan agentik. Keterlibatan ibu memiliki peran yang lebih besar (β = .38, p<.01) terhadap keterlibatan agentik siswa jika dibandingkan dengan keterlibatan ayah (β = .07, p>.05). Hasil dan diskusi penelitian ini memberi masukan bahwa peran orang tua walaupun kecil, memiliki peran yang signifikan dalam keterlibatan anaknya di sekolah.

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This research departs from the low score of Indonesia in PISA 2018 which has implications for the very low competence of adolescent students in Indonesia when compared to the competence of adolescent students around the world. Student engagement in the classroom plays an important role in developing student competencies. Therefore, this study aims to determine the role of parental involvement on student agentic engagement during distance learning. The participants were 334 grade 12 students at public high school in Jabodetabek who underwent distance learning. To measure parental interaction, we used Perceptions of Parents Scales (POPS) (Grolnick et al., 1991) and Agentic Engagement Scales (AES) (Reeve, 2013) were used to measure agentic engagement. The research data were analyzed by multiple linear regression to examine the role of parental involvement on student agentic engagement. The results of hypothesis testing show that there is a 4.2% contribution of parental involvement on agentic engagement. Mother's involvement had a greater role (β = .38, p<.01) on student agent engagement when compared to father's involvement (β = .07, p>.05). emphasize that the role of parents, although small, has a significant role in the engagement of their children in school."

"Ketika memasuki perguruan tinggi, mahasiswa tahun pertama dihadapkan dengan berbagai tuntutan baru. Penyesuaian ke perguruan tinggi (college adjustment) dibutuhkan di awal masa perkuliahan karena dapat menentukan keberhasilan di perguruan tinggi. Pandemi Covid-19 menghambat college adjustment karena diberlakukannya pembelajaran jarak jauh. Sementara, penelitian sebelumnya menyatakan secara konseptual self-compassion dapat membantu college adjustment. Penelitian ini menganalisis hubungan antara self-compassion dan college adjustment pada mahasiswa tahun pertama dalam pembelajaran jarak jauh selama pandemi Covid-19. Mahasiswa Universitas Indonesia angkatan 2020 (N = 381) disurvei menggunakan Self-Compassion Scale dan Student Adaptation to College Questionnaire. Uji korelasi Pearson menyatakan bahwa self-compassion dan college adjustment berhubungan positif signifikan (r(380) = 0,55, p < 0,001). Hubungan paling kuat ditemukan antara isolation dan personal-emotional adjustment (r(380) = -0,49, p < 0,001). Temuan ini mengindikasikan bahwa self-compassion cenderung membantu penyesuaian perguruan tinggi dalam konteks pembelajaran jarak jauh.

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When entering college, first-year students faced new challenges. College adjustment is necessary in early period of college because it can predict college success. Covid-19 pandemic hinders college adjustment due to distance learning. Meanwhile, a previous study conceptually mentioned that self-compassion supported college adjustment. This study examined the correlation between self-compassion and college adjustment among first-year college students in distance learning during Covid-19 pandemic. Students of Universitas Indonesia batch 2020 (N = 381) were surveyed using Self-Compassion Scale and Student Adaptation to College Questionnaire. Pearson’s correlation test showed a positive significant correlation between self-compassion and college adjustment (r(380) = 0,55, p < 0,001). The strongest correlation was found between isolation and personal-emotional adjustment (r(380) = -0,49, p < 0,001). These findings indicated that self-compassion tends to help a better college adjustment in distance learning context."

"Kondisi Pembelajaran Jarak Jauh (PJJ) dapat memicu atau memperburuk academic burnout pada mahasiswa. Passion dalam belajar dapat membantu mahasiswa menghadapi tuntutan-tuntutan akademis agar terhindar dari kelelahan fisik dan emosional, serta tetap termotivasi melakukan tugas-tugas selama menjalani perkuliahan. Penelitian ini dilakukan untuk mengetahui hubungan antara passion dalam belajar dan academic burnout serta kontribusi kedua tipe passion yaitu harmonious dan obsessive passion terhadap academic burnout. Partisipan penelitian ini sejumlah 201 mahasiswa S1/D4 tahun pertama sampai tahun terakhir yang sedang mengikuti PJJ di perguruan tinggi Jabodetabek. Pada penelitian ini academic burnout diukur menggunakan Maslach Burnout Inventory - Students Survei (Arlinkasari & Rauf, 2016), sedangkan passion dalam belajar diukur menggunakan Passion Scale (Marsh et al., 2013) yang diadaptasi ke dalam konteks akademis dan Bahasa Indonesia. Analisis data menggunakan teknik statistik Pearson product-moment correlation dan multiple linear regression. Hasil penelitian menunjukkan adanya korelasi negatif dan signifikan (r = -.48, p<.01) antara passion dalam belajar dan academic burnout. Passion dalam belajar berkontribusi sebesar 21% terhadap penurunan academic burnout. Harmonious passion (β = -.40, p<.01) memiliki kontribusi lebih besar terhadap penurunan academic burnout dibandingkan obsessive passion (β = -.08, p>.05) yang artinya semakin tinggi harmonious passion mahasiswa dalam belajar, maka academic burnout nya akan semakin rendah.

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Conditions of Distance Learning (PJJ) can trigger or worsen academic burnout in university students. Passion for studying can help university students face academic demands in order to avoid physical and emotional fatigue, and stay motivated to do assignments during their studies. This research was conducted to determine the relationship between passion for studying and academic burnout and the contribution of the two types of passion, namely harmonious and obsessive passion to academic burnout. Participants in this study were 201 S1 / D4 students from the first to the last year who were following PJJ at higher education in Jabodetabek. In this study, academic burnout was measured using the Maslach Burnout Inventory - Students Survey (Arlinkasari & Rauf, 2016), while passion for studying was measured using the Passion Scale (Marsh et al., 2013) which researchers adapted to the academic context and Indonesian language. Data analysis used statistical techniques Pearson product-moment correlation and multiple linear regression. The results showed a negative and significant correlation (r = -.48, p <.01) between passion for studying and academic burnout. Passion for studying contributed 21% to the decline in academic burnout. Harmonious passion (β = -.40, p <.01) has a greater contribution to reducing academic burnout than obsessive passion (β = -.08, p> .05) which means that the higher the students' harmonious passion for studying, the lower the academic burnout will be."

"Agentic Engagement (Keterlibatan agentik) merupakan salah satu aspek dari keterlibatan peserta didik atau dikenal dengan istilah student engagement. Tujuan dari penelitian ini adalah untuk melihat peran motivasi terhadap keterlibatan agentik pada peserta didik SMA dalam masa pembelajaran jarak jauh. Penelitian ini dilakukan pada 375 peserta didik kelas XII yang bersekolah di SMA Negeri Jabodetabek. Alat ukur yang digunakan dalam penelitian ini merupakan Agentic Engagement Scale (AES) (Reeve, 2013) dan Questionnaire of Motivation Dimensions (QMD) (Maulana & Bosker, 2011). Metode yang digunakan dalam penelitian ini merupakan analisis regresi berganda, dengan hasil penelitian yang menunjukkan bahwa motivasi ekstrinsik pada peserta didik cenderung rendah. Sementara motivasi introjected, identified dan intrinsik pada peserta didik bahwa motivasi intrinsik lebih tinggi. Dan motivasi intrinsik dan introjected juga lebih baik memengaruhi secara positif kontribusi konstruktif peserta didik.

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Agentic Engagement is one of an aspect from student engagement. The purpose of this research is to see the role of motivation on keterlibatan agentik or involvement in school, especially during distance learning. This research was conducted on 375 12th grade students who attend SMA Negeri Jabodetabek. The measuring tools used in this study are the Keterlibatan agentik Scale (AES) (Reeve, 2013) and the Questionnaire of Motivation Dimensions (QMD) (Maulana & Bosker, 2011). The method used in this study is a simple regression analysis, with the results that the extrinsic motivation of students tends to be low. While introjected, identified and intrinsic motivation to students that intrinsic motivation is higher. And intrinsic and introjected motivation are also better at positively influencing the constructive contribution of students."

"Perubahan sistem pembelajaran dari tatap muka menjadi Pembelajaran Jarak Jauh (PJJ) menyebabkan efektivitas guru menurun. Salah satu faktor yang memengaruhi efektivitas guru adalah perilaku kerja inovatif guru. Akan tetapi, penelitian terdahulu masih menunjukkan adanya inkonsistensi antara hubungan keduanya. Adaptabilitas dipilih sebagai variabel mediator. Perilaku kerja inovatif dapat memengaruhi adaptabilitas dan adaptabilitas dapat memengaruhi efektivitas guru. Penelitian ini bertujuan untuk menguji peran adaptabilitas sebagai mediator antara hubungan perilaku kerja inovatif dan efektivitas guru. Efektivitas guru diukur menggunakan Teacher Effectiveness Scale (TSE), perilaku kerja inovatif diukur menggunakan Skala Perilaku Kerja Inovatif, dan adaptabiltias diukur menggunakan The Adaptability Scale. Pengambilan data penelitian dilakukan menggunakan kuesioner daring dan cetak kepada guru SMA di wilayah Jabodetabek yang sedang menjalani Pembelajaran Jarak Jauh (PJJ). Analisis data penelitian dilakukan dengan model regresi mediasi menggunakan program makro PROCESS oleh Hayes. Hasil penelitian menunjukkan bahwa adaptabilitas memediasi hubungan antara perilaku kerja inovatif dan efektivitas guru. Oleh karena itu, penting bagi guru untuk meningkatkan perilaku kerja inovatifnya agar dapat meningkatkan adaptabilitas yang diikuti dengan peningkatan efektivitas guru.

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The change in the learning system to distance learning causes teachers to lack effectiveness. One of the factors that predicted teacher effectiveness is innovative work behavior. However, the previous studies found an inconsistency between the relationship of innovative work behavior and teacher effectiveness. Adaptability was selected as the mediator variable. Innovative work behavior could predict adaptability and adaptability could predict teacher effectiveness. This study examines the role of adaptability as a mediator in the relationship between innovative work behavior and teacher effectiveness among senior high school teachers in the distance learning context. Teacher effectiveness was measured by Teacher Effectiveness Scale (TES), innovative work behavior was measured by Skala Perilaku Kerja Inovatif, and adaptability was measured by The Adaptability Scale. The respondents of this study are senior high school teachers in Jabodetabek area who were undergoing distance learning which acquired through an online and paper-based questionnaire. A regression mediation analysis model was conducted to test the study’s hypothesis using macro program PROCESS by Hayes. The result of the analysis shows that adaptability mediating the relationship between innovative work behavior and teacher effectiveness. Therefore, innovative work behavior is important to be possessed by teachers in order to improving teacher’s adaptability and eventually followed by the improvement of teacher effectiveness."

"Pada masa Pandemi Covid-19, keterlibatan siswa belajar di kelas selama berlangsungnya sistem Pembelajaran Jarak Jauh semakin menurun. Beberapa penelitian menemukan adanya pengaruh kepuasan siswa dan kehadiran guru mengajar secara aktif tehadap keterlibatan siswa. Oleh karenanya, penelitian ini bertujuan untuk melihat gambaran peran kepuasan siswa dan kehadiran pengajar pada siswa kelas 12 SMA selama masa pembelajaran jarak jauh terhadap agentic engagement atau keterlibatan agentik siswa di kelas. Kepuasan siswa mengacu pada alat ukur Online Course Student Satisfaction (OCSS), Kehadiran pengajar diukur dengan CoI (Community of Inquiry) untuk komponen teaching presence, sedangkan Agentic Engagement diukur melalui Agentic Engagement Scales (AES). Partisipan penelitian ini adalah 202 siswa kelas 12 dengan rentang usia 16-20 (M=17.68). Hasil penelitian ini menunjukkan bahwa kepuasan siswa dan kehadiran pengajar berperan sebagai prediktor yang signifikan (= 0.358, p <0.05) atau prediktor berkontribusi sebesar 35.8% terhadap Agentic Engagement pada siswa kelas 12 SMA. Hal ini menunjukkan bahwa semakin siswa puas dalam pembelajaran di sekolah dan guru hadir secara aktif dalam pengajaran, maka semakin tinggi pula keterlibatan siswa belajar di kelas. Selain itu, diketahui bahwa kehadiran pengajar di dalam kelas memprediksi lebih besar keterlibatan siswa di kelas dibandingkan kepuasan siswa dalam pembelajaran jarak jauh.

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During the Covid-19 Pandemic, student involvement in learning in class during the Distance Learning system has decreased. Several studies found that there was an effect of student satisfaction and the teaching presence actively teaching on student engagement. Therefore, this study aims to describe the role of student satisfaction and teaching presence in 12th grade high school students during the distance learning period on student engagement in class. Student Satisfaction refers Online Course Student Satisfaction (OCSS) measurement tool, Teaching Presence is measured by CoI (Community of Inquiry) for the teaching presence component, while Agentic Engagement is measured through Agentic Engagement Scales (AES). The participants of this study were 202 students with an age range of 16-20 (M=17.68). The results of this study indicate that student satisfaction and teaching presence act as significant predictors (= 0.358, p <0.05) or predictors contribute 35.8% to Agentic Engagement in 12th grade high school students. This shows that the more satisfied students are in learning at school and the teacher is actively present in teaching, the higher the involvement of students in learning in class. In addition, it is known that the presence of the teacher in the classroom predicts greater student engagement in class than student satisfaction in distance learning."