Nugroho Trisnu Brata, Hana Cahyaningtyas

Examining The Achievement Motivation Of Papuan And West Papuan Students At Universitas Negeri Semarang

Introduction

Examining the achievement motivation of papuan and west papuan students at universitas negeri semarang. Examine the achievement motivation and effective learning strategies of Papuan and West Papuan scholarship students at Universitas Negeri Semarang. Discover their strong academic drive.

Abstract

Students of the Papua Province and West Papua Province through the Affirmation, ADik, and 3T scholarship programs are allowed to continue their education in higher education. Semarang State University (Unnes) is one of the universities that accepts students from the Papua and West Papua Adik programs. This research aims to know the achievement motivation of active Papuan and West Papuan students at Unnes and the learning strategies they apply to increase achievement motivation. The research method used in this study is qualitative, with observation, interviews, and documentation. The results of this study are: 1). The academic motivation of Papuan and West Papuan students in completing their education at Unnes is quite good, it can be seen from their characteristics, namely daring to take moderate risks (middle way) and success is carefully calculated. 2) The learning strategies that Papuan and West Papuan students apply in completing lectures and academic problems are pretty good, where they choose the most appropriate strategy to master the learning material.

Review

This study titled "Examining The Achievement Motivation Of Papuan And West Papuan Students At Universitas Negeri Semarang" addresses a pertinent and socially relevant topic, investigating the academic experiences of students from Papua and West Papua under special affirmation programs. The research aims to understand their achievement motivation and the learning strategies they employ, which is crucial for supporting educational equity and success for these specific student populations. The choice of a qualitative methodology with observations, interviews, and documentation is appropriate for exploring the nuances of motivation and learning strategies in depth, aligning with the complex social and individual factors at play. The abstract presents two main findings: firstly, that the academic motivation of these students is "quite good," characterized by a willingness to take moderate risks and carefully calculated success; and secondly, that their learning strategies are "pretty good" and appropriately chosen to master material. While these findings offer an initial positive assessment, the abstract's brevity and reliance on general descriptive terms such as "quite good" and "pretty good" diminish the impact and clarity expected from a qualitative study. The abstract does not elaborate on *what* constitutes these "moderate risks" or "carefully calculated success," nor does it detail *which* specific learning strategies are applied or *how* they specifically contribute to increased achievement motivation, as originally stated in the research aim. For future clarity and to fully convey the rich insights of qualitative research, the abstract would benefit significantly from providing more concrete examples or thematic summaries of the findings. Elaborating on the specific characteristics of motivation and detailing some of the identified learning strategies would strengthen the abstract's ability to inform potential readers about the study's unique contributions. Without these specifics, the abstract provides a high-level summary but lacks the depth to showcase the qualitative rigor and detailed understanding of the students' experiences, which are vital for a study addressing such an important demographic.

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