Motivasi sebagai Prediktor Engagement Peserta MOOC
Abstrak
Massive Open Online Courses (MOOC) merupakan suatu bentuk inovasi pendidikan jarak jauh yang telah memperluas akses belajar. Akan tetapi, banyak peserta yang mengikuti online course sering kali tidak menyelesaikannya. Keterlibatan (engagement) peserta dalam menyelesaikan online course merupakan aspek penting dalam keberhasilan pembelajaran MOOC. Salah satu faktor yang diyakini berperan dalam meningkatkan engagement adalah motivasi peserta dalam menjalani proses belajar. Oleh karena itu, studi ini bertujuan untuk mengkaji peran motivasi sebagai prediktor engagement pada peserta MOOC dalam menyelesaikan online course. Melalui convenience sampling, 250 orang peserta MOOC di Indonesia turut berpartisipasi. Pengukuran dilakukan menggunakan Learning Self-Regulation Questionnaire (SRQ-L) dan MOOC Engagement Scale (MES), yang dianalisis dengan regresi berganda. Hasil penelitian menunjukkan bahwa baik autonomous motivation maupun controlled motivation sama-sama berkontribusi dalam meningkatkan student engagement. Namun, terdapat salah satu dimensi yang tidak dipengaruhi oleh controlled motivation yakni cognitive engagement. Dengan demikian, pada dasarnya kedua jenis motivasi tersebut penting dalam mendorong engagement peserta untuk menyelesaikan online course. Hanya saja, autonomous motivation memberikan pengaruh yang lebih kuat dalam meningkatkan kualitas engagement peserta secara keseluruhan.
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DOI: https://doi.org/10.24198/jpsp.v9i3.63920
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