HUBUNGAN EFIKASI DIRI LITERASI INFORMASI DENGAN MOTIVASI AKADEMIK MAHASISWA PASCASARJANA PROGRAM STUDI INTERDISCIPLINARY ISLAMIC STUDIES UIN SUNAN KALIJAGA YOGYAKARTA

MACHSUN RIFAUDDIN, NIM. 1520010013 (2017) HUBUNGAN EFIKASI DIRI LITERASI INFORMASI DENGAN MOTIVASI AKADEMIK MAHASISWA PASCASARJANA PROGRAM STUDI INTERDISCIPLINARY ISLAMIC STUDIES UIN SUNAN KALIJAGA YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The objective of this research was to know the relationship among information literacy self-efficacy with intrinsic motivation, information literacy self-efficacy with extrinsic motivation, and information literacy self-efficacy with amotivation. It also used to know the significant influence of intrinsic motivation, extrinsic motivation, and amotivation against self efficacy information literacy. This research was used quantitative method with multiple linier regression analysis. The population of this research was all of post-graduate studets of Interdisciplinary Islamic Studies program, Islamic State University of Sunan Kalijaga Yogyakarta in 2016/2017 which has total 328 students, and the sample was 180 students. The data collection was used information literacy self-efficacy scale (ILSES), and academic motivation scale (AMS). The result of this research showed that: 1). The relation between information literacy self-efficacy with intrinsic motivation was positif and significant with corellation value 0.287. 2). The relation between information literacy self-efficacy with extrinsic motivation was positif and significant with corellation value 0.299. 3). The relation between information literacy self-efficacy with amotivation was negatif and significant with corellation value -0.253. 4). The academic motivation which are intrinsic motivation, extrinsic motivation, and amotivation, all together and significant could influence of information literacy self-efficacy with 15.5%. Intrinsic motivation can influence self-efication of information literacy partially 5.3%. Extrinsic motivation can influence selfefication of information literacy partially 5.6%. Besides amotivation can influence self-efication of information literacy partially 4.5%. Based on these results, researcher’s suggests: 1). Students must improve their information literacy self-efficacy by increasing metacognitive strategies and critical thinking. Students’ extrinsic motivation academic must be improved through the factors that influence it, because extrinsic motivation provides greater influence on the information literacy self-efficacy rather than intrinsic motivation and amotivation. The factor of the goal structure is the most instrumental in improving the extrinsic motivation of external regulation and identified regulation, therefore students should focus on learning goals. 2). The study of information literacy ought to be given in each course to increase the self-efficacy information literacy of the students. 3). Other researchers can consider other variables related and influenced to information literacy self-efficacy, such as learning strategy, computer self-efficacy, level of mastery and duration of the use of ICT (information and communication technology).

Item Type: Thesis (Masters)
Additional Information / Pembimbing: Dr. Hj. Sri Rohyanti Zulaikha, S.Ag., SIP., M.Si.,
Uncontrolled Keywords: Information Literacy Self-Efficacy, Academic Motivation, Intrinsic Motivation, Extrinsic Motivation, Amotivation.Efikasi diri Literasi Informasi, Motivasi Akademik, Motivasi Intrinsik, Motivasi Ekstrinsik, Amotivasi
Subjects: Ilmu Perpustakaan dan Informasi
Divisions: Pascasarjana > Thesis > Interdisciplinary Islamic Studies
Depositing User / Editor: H. Zaenal Arifin, S.Sos.I., S.IPI.
Date Deposited: 10 Oct 2017 07:07
Last Modified: 10 Oct 2017 07:07
URI: http://digilib.uin-suka.ac.id/id/eprint/27489

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