SELF REGULATED LEARNING DAN GRIT SEBAGAI PREDIKTOR ACADEMIC BURNOUT PADA MAHASISWA SAINS, TEKNOLOGI, TEKNIK, DAN MATEMATIKA YANG MENGIKUTI ORGANISASI

Muhammad Ilham Nurhantono, NIM.: 20107010088 (2024) SELF REGULATED LEARNING DAN GRIT SEBAGAI PREDIKTOR ACADEMIC BURNOUT PADA MAHASISWA SAINS, TEKNOLOGI, TEKNIK, DAN MATEMATIKA YANG MENGIKUTI ORGANISASI. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Students majoring in Science, Technology, Engineering, and Mathematics (STEM) have a higher risk of experiencing Academic Burnout. This is because STEM students typically have a heavier academic workload compared to students in other fields, especially if they are also involved in extracurricular activities. This study aims to investigate the relationship between Self-regulated Learning and Grit on Academic Burnout among STEM students who are involved in extracurricular organizations. The research method employed in this study is quantitative correlational. The sample consists of STEM students involved in organizations and attending universities in Yogyakarta. Sampling was conducted using quota sampling technique. Data analysis was performed using multiple linear regression technique assisted by Jamovi Software Version 2.3.1. The results of the study indicate that the major hypothesis is accepted, meaning there is a relationship between Self-regulated Learning and Grit with Academic Burnout. Furthermore, the results also demonstrate that the independent variables Self-regulated Learning and Grit significantly influence burnout partially. The coefficient of determination analysis also indicates that 27.1% of Academic Burnout experienced by STEM students involved in organizations can be explained by Self-regulated Learning and Grit variables. Therefore, it is hoped that STEM students can improve their Self-regulated Learning and Grit to avoid Academic Burnout.

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