Hubungan antara Flow Akademik dengan Student Engagement pada Mahasiswa
DOI:
https://doi.org/10.26740/cjpp.v13n01.p270-280Keywords:
Flow akademik, Student engagement, Mahasiswa Psikologi, Pembelajaran perguruan tinggiAbstract
Student engagement menjadi indikator kunci keberhasilan pembelajaran di perguruan tinggi karena berkaitan dengan kualitas partisipasi, motivasi, dan keberlanjutan studi mahasiswa. Namun, tingkat keterlibatan mahasiswa tidak selalu merata, sehingga diperlukan kajian mengenai faktor psikologis yang berkontribusi terhadap keterlibatan tersebut. Salah satu pengalaman psikologis yang relevan adalah flow akademik, yaitu kondisi keterlibatan optimal ketika mahasiswa merasakan fokus, minat, dan kenikmatan intrinsik dalam aktivitas belajar. Penelitian ini bertujuan untuk menganalisis hubungan antara flow akademik dengan student engagement pada mahasiswa. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Responden dalam penelitian ini terdiri atas 332 mahasiswa S1 Psikologi Universitas Negeri Surabaya yang dipilih menggunakan teknik simple random sampling. Data dikumpulkan melalui kuesioner daring menggunakan adaptasi skala EduFlow-2 dan University Student Engagement Inventory (USEI), kemudian dianalisis menggunakan korelasi Spearman. Hasil analisis menunjukkan adanya hubungan positif dan signifikan antara flow akademik dengan student engagement (ρ = 0,564; p < 0,001), dengan kekuatan hubungan berada pada kategori sedang. Temuan ini mengindikasikan bahwa mahasiswa dengan tingkat pengalaman flow akademik yang lebih tinggi cenderung menunjukkan tingkat keterlibatan yang lebih tinggi secara perilaku, emosional, dan kognitif. Hasil penelitian ini mengimplikasikan pentingnya perancangan pembelajaran yang mampu memfasilitasi munculnya flow akademik guna mendukung keterlibatan mahasiswa secara optimal.
Abstract
Student engagement is a key indicator of successful learning in higher education, as it is closely related to the quality of participation, motivation, and students’ persistence in their studies. However, levels of student engagement are not always evenly distributed, highlighting the need to examine psychological factors that contribute to student involvement in learning. One relevant psychological experience is academic flow, which refers to an optimal state of engagement characterized by intense focus, strong interest, and intrinsic enjoyment during learning activities. This study aimed to examine the relationship between academic flow and student engagement among university students. A quantitative approach with a correlational design was employed. The respondents in this study consisted of 332 undergraduate psychology students at Universitas Negeri Surabaya, selected using a simple random sampling technique. Data were collected through an online questionnaire using adapted versions of EduFlow-2 scale and the University Student Engagement Inventory (USEI), and were analyzed using Spearman correlation. The results indicated a positive and significant relationship between academic flow and student engagement (ρ = 0.564; p < 0.001), with a moderate level of association. These findings indicate that students with higher levels of academic flow tend to exhibit higher levels of behavioral, emotional, and cognitive engagement. The study implies the importance of designing learning environments that facilitate the emergence of academic flow to support optimal student engagement.
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