KEMANDIRIAN BELAJAR DAN KOMITMEN TUGAS TERHADAP FLOW AKADEMIK PADA MAHASISWA TINGKAT AKHIR TA 2025/2026
Rahma, Maulida · Universitas Islam 45 / UM Indonesia
Abstrak / Ringkasan
Students are expected to be able to manage their learning process independently and maintain commitment to their tasks in order to achieve a state of flow while engaging in academic activities. The purpose of this study is to describe and analyze the relationships among variables and to examine the effects of academic self-direction and task commitment on academic flow. This study employs a quantitative approach with a sample of 266 senior students, using cluster sampling as the sampling technique. Data collection methods included interviews and psychological scales consisting of an academic flow scale, a self-directed learning scale, and a task commitment scale. Reliability was tested using Cronbach’s alpha, and data analysis employed descriptive analysis, assumption tests, correlation analysis, and multiple linear regression analysis. The results indicate a fairlystrong and significant positive relationship between academic self directed learning and academic flow (r = 0.404, p = 0.000) and between task commitment and academic flow (r = 0.466, p = 0.000). Learning autonomy and task commitment were able to explain 37.4% of academic flow (R² = 0.374, F = 78.457, p < 0.000).
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