HUBUNGAN ANTARA SELF-REGULATED LEARNING DENGAN BURNOUT AKADEMIK PADA MAHASISWA YANG SEDANG MENGERJAKAN TUGAS AKHIR

Abstrak

Mahasiswa yang sedang mengerjakan tugas akhir sering menghadapi tekanan akademik yang dapat menimbulkan burnout akademik, seperti kelelahan emosional, sikap sinis terhadap studi, dan penurunan keyakinan terhadap kemampuan diri. Salah satu faktor yang diduga berhubungan dengan burnout akademik adalah self-regulated learning, yaitu kemampuan individu dalam mengatur proses belajar, motivasi, dan perilaku untuk mencapai tujuan belajar secara mandiri. Penelitian ini bertujuan untuk mengetahui hubungan antara self-regulated learning dengan burnout akademik pada mahasiswa yang sedang mengerjakan tugas akhir di Universitas Kristen Satya Wacana. Penelitian ini menggunakan metode kuantitatif korelasional dengan teknik purposive sampling. Partisipan penelitian berjumlah 175 mahasiswa yang sedang mengerjakan tugas akhir. Pengumpulan data dilakukan menggunakan skala self-regulated learning dan skala burnout akademik berbasis Likert. Analisis data dilakukan menggunakan uji korelasi Spearman’s rho. Hasil penelitian menunjukkan adanya hubungan negatif yang kuat dan signifikan antara self-regulated learning dengan burnout akademik (r = -0,761; p < 0,05). Hasil tersebut menunjukkan bahwa semakin tinggi self-regulated learning yang dimiliki mahasiswa, maka semakin rendah burnout akademik yang dialami, dan sebaliknya. Penelitian ini memberikan implikasi bahwa kemampuan self-regulated learning memiliki peran penting dalam membantu mahasiswa mengurangi burnout akademik selama proses penyusunan tugas akhir.

Students who are working on their final projects often experience academic pressure that can lead to academic burnout, such as emotional exhaustion, cynical attitudes toward study, and decreased confidence in their abilities. One factor that is assumed to be related to academic burnout is self-regulated learning, which refers to an individual’s ability to manage learning processes, motivation, and behavior independently in order to achieve learning goals. This study aimed to determine the relationship between self-regulated learning and academic burnout among students working on their final projects at Satya Wacana Christian University. This research used a quantitative correlational method with purposive sampling technique. The participants consisted of 175 students who were completing their final projects. Data were collected using self-regulated learning and academic burnout Likert scales. Data analysis was conducted using Spearman’s rho correlation test. The results showed a strong and significant negative relationship between self-regulated learning and academic burnout (r = -0.761; p < 0.05). These findings indicate that the higher the students’ self-regulated learning, the lower the academic burnout they experienced, and vice versa. This study implies that self-regulated learning plays an important role in helping students reduce academic burnout during the process of completing their final projects.