PEMAKNAAN MAHASISWA TENTANG PERAN LEARNING ENVIRONMENTAL DALAM PROSES MENCAPAI ACADEMIC ACHIEVEMENT DI TINGKAT AKHIR
DOI:
https://doi.org/10.26740/cjpp.v13n02.p712-721Kata Kunci:
Learning Environmental, mahasiswa tingkat akhir, kemandirian belajar, motivasi intrinsik, prestasi akademikAbstrak
Penelitian ini bertujuan untuk memahami bagaimana mahasiswa tingkat akhir memaknai peran Learning Environmental dalam pencapaian Academic Achievement, serta mengidentifikasi faktor lingkungan belajar yang mendukung dan menghambat proses akademik selama penyusunan skripsi. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologis melalui wawancara mendalam terhadap lima mahasiswa tingkat akhir. Hasil penelitian menunjukkan bahwa Learning Environmental dipahami sebagai sistem yang menuntut adaptasi individual, sehingga mendorong mahasiswa mengembangkan kemandirian belajar sebagai strategi utama. Motivasi intrinsik berperan penting dalam menjaga ketahanan akademik, sementara pembelajaran mandiri dan keterlibatan dalam praktikum serta proyek menjadi sarana penguatan kemampuan kognitif dan aktualisasi kompetensi. Penelitian ini menyimpulkan bahwa keberhasilan akademik mahasiswa tingkat akhir sangat dipengaruhi oleh kemampuan regulasi diri, adaptasi terhadap lingkungan belajar, dan pemanfaatan sumber belajar secara mandiri.
Abstract
This study aims to explore how final-year students perceive the role of the learning environment in achieving academic success, as well as to identify environmental factors that support or hinder their academic process during thesis completion. A qualitative phenomenological approach was employed through in-depth interviews with five final-year students. The findings indicate that the learning environment is perceived as a system requiring individual adaptation, encouraging students to develop independent learning as a primary strategy. Intrinsic motivation plays a crucial role in maintaining academic resilience, while self-directed learning and engagement in practicum and project-based activities strengthen cognitive abilities and support competency development. This study concludes that academic achievement among final-year students is strongly influenced by self-regulation, adaptability to the learning environment, and independent utilization of learning resources.
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