Dzilly Fazza Abdilla, Rifa Hidayah, Iin Tri Rahayu

Factors Affecting Learning Motivation and Academic Achievement of Psychology Students in the Ma'had Environment

Introduction

Factors affecting learning motivation and academic achievement of psychology students in the ma'had environment. Analyze psychology students' learning motivation & academic achievement at UIN Malang. Reveals how learning environment and motivation impact success, guiding educators.

Abstract

This study aims to analyze the effect of learning motivation and learning environment on student academic achievement at UIN Malang, as well as explore the interaction between the two variables. The method used in this study is a quantitative approach with multiple linear regression design. Data were collected through questionnaires distributed to 200 students selected using stratified random sampling technique. The results of the analysis show that learning motivation has a significant positive influence on academic achievement with a regression coefficient of 4.674, while the learning environment also contributes positively with a coefficient of 4.649. In addition, the interaction between learning motivation and learning environment showed a significant moderating effect, albeit with an interaction regression coefficient of -0.064, which suggests that learning environment may reduce the influence of learning motivation in certain contexts. The implications of this study emphasize the importance of creating a conducive learning environment to improve student motivation and academic achievement. This research provides new insights for education managers and educators to design more effective learning strategies, as well as highlighting the need for attention to external factors that influence learning motivation. Thus, this study contributes to the development of science in the field of education, particularly in the context of higher education in Indonesia.

Review

This study critically examines the intricate relationship between learning motivation, the learning environment, and academic achievement among psychology students within the unique Ma'had environment at UIN Malang. Employing a robust quantitative approach with multiple linear regression on data from 200 students selected via stratified random sampling, the research methodologically aligns with its stated objectives. The findings convincingly demonstrate that both learning motivation and the learning environment independently exert a significant positive influence on academic achievement, with substantial regression coefficients, thereby confirming their crucial roles in student success within this specific higher education context. A particularly noteworthy, albeit complex, finding revolves around the significant moderating effect of the learning environment on the motivation-achievement link. The abstract indicates a negative interaction coefficient (-0.064), suggesting that the learning environment "may reduce the influence of learning motivation in certain contexts." This counter-intuitive result warrants deeper exploration within the full paper. An expert review would typically inquire into the mechanisms by which a "conducive" environment, which otherwise positively contributes to achievement, might simultaneously temper the positive impact of motivation. Is this indicative of a ceiling effect, or perhaps a more nuanced interplay where certain aspects of the Ma'had environment, while generally supportive, might inadvertently de-emphasize individual intrinsic drive when highly structured? Further elaboration on the practical interpretation and implications of this negative moderation, especially given its relatively small coefficient compared to the main effects, would greatly enhance the study's clarity and impact. Despite the intriguing nuances of the interaction effect, the study provides valuable and actionable implications for educational practice. It rightly emphasizes the imperative of cultivating a conducive learning environment to bolster student motivation and academic outcomes, offering concrete guidance for education managers and educators in designing more effective learning strategies in Indonesian higher education. This research makes a significant contribution to the field of educational science, particularly by situating its findings within the distinct cultural and religious context of a Ma'had. Future research could further explore the qualitative dimensions of this interaction, delving into students' lived experiences to illuminate precisely *how* the Ma'had environment shapes, or at times reconfigures, the powerful influence of intrinsic motivation.

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