Vika Nurul Mufidah, Nadiah Nurli Fadilah

HUBUNGAN DUKUNGAN SOSIAL TERHADAP MOTIVASI BELAJAR MAHASISWA

Introduction

Hubungan dukungan sosial terhadap motivasi belajar mahasiswa. Penelitian ini mengungkap hubungan positif dukungan sosial dan motivasi belajar mahasiswa semester 1 Universitas Nahdlatul Ulama Indonesia. Dukungan sosial meningkatkan motivasi belajar.

Abstract

Every student needs motivation when studying, including students at Universitas Nahdlatul Ulama Indonesia. One thing that can influence learning motivation is social support. This research aims to determine the relationship between social support and learning motivation of first semester students at Universitas Nahdlatul Ulama Indonesia. A total of 142 students were sampled in this research. The research results show that there is a positive and significant relationship between social support and learning motivation. Thus, it can be concluded that social support can increase the learning motivation of first semester students at Universitas Nahdlatul Ulama Indonesia.

Review

This paper investigates a highly relevant topic concerning the academic success and well-being of university students: the relationship between social support and learning motivation. The study's focus on first-semester students at Universitas Nahdlatul Ulama Indonesia is particularly pertinent, as this transitional period often presents unique challenges that can impact student engagement and persistence. The abstract clearly states the research objective and presents a straightforward finding: a positive and significant correlation between social support and learning motivation. This outcome aligns with existing literature emphasizing the crucial role of a supportive environment in academic endeavors, making the study's contribution to understanding student dynamics valuable. While the core finding is clearly articulated, the abstract provides limited detail regarding the methodological approach, which hinders a thorough preliminary assessment. Key information such as the specific sampling method employed for the 142 students, the instruments used to quantify social support and learning motivation, and the statistical analysis performed (e.g., correlation coefficient, p-value) are absent. Furthermore, the conclusion that "social support can increase" learning motivation implies a causal relationship. However, based solely on the description of finding a "positive and significant relationship," this appears to be a correlational study. It is imperative that the full manuscript carefully distinguishes between correlation and causation to avoid overstating the implications of the findings. The exclusive focus on first-semester students, while providing specificity, also suggests a potential limitation in generalizability to other student cohorts or institutions. Despite these points, the study offers important insights for universities seeking to enhance student motivation and retention, particularly among new entrants. The findings reinforce the need for robust support systems, whether formal or informal, within the university environment. For future research, it would be beneficial to delve deeper into the specific dimensions of social support that exert the strongest influence and to explore the mediating mechanisms involved. Longitudinal studies could also provide a clearer picture of causal pathways. Overall, this research appears to be a commendable initial exploration of a critical topic, and the full paper would benefit from a more comprehensive detailing of its methodology and a careful discussion of its inferential scope.

Full Text

Comments

You need to be logged in to post a comment.