The Influence Of Organizational Activity And Adjustment On Learning Motivation For Students Thesis Students

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The Influence of Organizational Activity and Adjustment on Learning Motivation for Students: A Study on FITK Uinsu Medan Students

Introduction

Campus life is a significant transition for students, requiring them to adapt to new environments and different academic rhythms. In the midst of learning demands, students often face choices to be involved in campus organizational activities. Some choose to focus on studies to achieve academic achievement, while others consider organizational activities as additional burdens that drain study time. However, an interesting phenomenon was found in the Faculty of Tarbiyah and Teacher Training (FITK) Medan UINSU, where students who are actively organized show a high level of self-adjustment and maintained learning motivation.

Background

The involvement of students in campus organizations has been a topic of interest for researchers and educators. While some argue that organizational activities can be a distraction from academic studies, others believe that it can provide opportunities for students to develop their potential, improve life skills, and find internal motivation that moves the spirit of learning. This study aims to explore the relationship between organizational activity and adjustment on learning motivation for students at FITK Uinsu Medan.

Methodology

This study involved 254 students from a total population of 754 students at FITK Uinsu Medan. Researchers used the learning motivation scale, adjustment scale, and the scale of student organizational activities to collect data. The data obtained were then analyzed using partial regression and multiple regression through SPSS software.

Results

The results showed that there was a significant influence between organizational activities and adjustments to student motivation. This finding opens a new perspective that involvement in campus organizations can be a "lubricant" that increases learning motivation, especially for students who are able to adjust to the campus environment.

Discussion

Organizational activity provides opportunities for students to:

  • Increase self-confidence and leadership: Through the roles and responsibilities in the organization, students are trained to take the initiative, make decisions, and lead the team. This experience increases confidence and builds a leadership spirit that has a positive impact on learning motivation.
  • Build communication skills and cooperation: Organizations require interaction and collaboration between members. Students are trained to communicate effectively, establish harmonious cooperation, and overcome conflict. This skill is useful in the learning process, both in group discussions and presentations.
  • Find life goals and internal motivation: Campus organizations often have missions and goals that are in line with human values. Through involvement, students can find the meaning of life, experience inner satisfaction, and find internal motivation that moves the spirit of learning.

The Role of Self-Adjustment

Adjustment plays an important role in determining how much influence the activity is organized on learning motivation. Students who are able to adjust to the campus environment will more easily face academic challenges and enjoy the benefits offered by the organization.

Increasing Self-Adjustment

Students can increase their adjustments by:

  • Building social network: Interacting with fellow students, lecturers, and campus staff can help students feel comfortable and connected to the new environment.
  • Establishing effective communication: Open and honest communication with colleagues, lecturers, or campus staff can help students convey their needs and find solutions to the problems encountered.
  • Building self-confidence: Confidence in yourself and the ability to overcome challenges will help students adjust to the campus environment.

Conclusion

The activity of organizing and adjusting is an important factor that affects student learning motivation. Through involvement in organizations, students can develop their potential, improve life skills, and find internal motivation that moves the spirit of learning. However, the ability to adjust to the campus environment is the main key to optimizing the positive influence of the organization. Students who succeed in adjusting will more easily enjoy the benefits offered by the organization and take advantage of organizational experience to increase their learning motivation.

Implications

This study has several implications for educators, researchers, and policymakers. Firstly, it highlights the importance of involving students in campus organizations as a means to develop their potential, improve life skills, and find internal motivation. Secondly, it emphasizes the need for students to adjust to the campus environment to optimize the positive influence of organizational activity on learning motivation. Finally, it suggests that educators and policymakers should provide support and resources to help students build social networks, establish effective communication, and build self-confidence to increase their adjustments.

Limitations

This study has several limitations. Firstly, it was conducted on a specific population of students at FITK Uinsu Medan, which may not be generalizable to other populations. Secondly, the study used a quantitative approach, which may not capture the complexity of the relationship between organizational activity and adjustment on learning motivation. Finally, the study did not explore the role of other factors that may influence learning motivation, such as academic achievement, family background, and socio-economic status.

Future Research Directions

Future research should aim to replicate this study on other populations of students to increase the generalizability of the findings. Additionally, researchers should explore the role of other factors that may influence learning motivation, such as academic achievement, family background, and socio-economic status. Furthermore, researchers should investigate the long-term effects of organizational activity and adjustment on learning motivation to provide a more comprehensive understanding of the relationship between these variables.

References

  • [List of references cited in the study]

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Frequently Asked Questions: The Influence of Organizational Activity and Adjustment on Learning Motivation

Q: What is the main focus of this study?

A: The main focus of this study is to explore the relationship between organizational activity and adjustment on learning motivation for students at FITK Uinsu Medan.

Q: What is the significance of this study?

A: This study is significant because it highlights the importance of involving students in campus organizations as a means to develop their potential, improve life skills, and find internal motivation. It also emphasizes the need for students to adjust to the campus environment to optimize the positive influence of organizational activity on learning motivation.

Q: What are the benefits of being involved in campus organizations?

A: Being involved in campus organizations can provide students with opportunities to:

  • Increase self-confidence and leadership
  • Build communication skills and cooperation
  • Find life goals and internal motivation

Q: What is the role of self-adjustment in learning motivation?

A: Self-adjustment plays an important role in determining how much influence the activity is organized on learning motivation. Students who are able to adjust to the campus environment will more easily face academic challenges and enjoy the benefits offered by the organization.

Q: How can students increase their adjustments?

A: Students can increase their adjustments by:

  • Building social network
  • Establishing effective communication
  • Building self-confidence

Q: What are the implications of this study for educators, researchers, and policymakers?

A: This study has several implications for educators, researchers, and policymakers. Firstly, it highlights the importance of involving students in campus organizations as a means to develop their potential, improve life skills, and find internal motivation. Secondly, it emphasizes the need for students to adjust to the campus environment to optimize the positive influence of organizational activity on learning motivation. Finally, it suggests that educators and policymakers should provide support and resources to help students build social networks, establish effective communication, and build self-confidence to increase their adjustments.

Q: What are the limitations of this study?

A: This study has several limitations. Firstly, it was conducted on a specific population of students at FITK Uinsu Medan, which may not be generalizable to other populations. Secondly, the study used a quantitative approach, which may not capture the complexity of the relationship between organizational activity and adjustment on learning motivation. Finally, the study did not explore the role of other factors that may influence learning motivation, such as academic achievement, family background, and socio-economic status.

Q: What are the future research directions for this study?

A: Future research should aim to replicate this study on other populations of students to increase the generalizability of the findings. Additionally, researchers should explore the role of other factors that may influence learning motivation, such as academic achievement, family background, and socio-economic status. Furthermore, researchers should investigate the long-term effects of organizational activity and adjustment on learning motivation to provide a more comprehensive understanding of the relationship between these variables.

Q: What are the practical implications of this study for students, educators, and policymakers?

A: The practical implications of this study are that students should be encouraged to participate in campus organizations to develop their potential, improve life skills, and find internal motivation. Educators and policymakers should provide support and resources to help students build social networks, establish effective communication, and build self-confidence to increase their adjustments. Additionally, educators and policymakers should create a campus environment that is conducive to student adjustment and learning motivation.

Q: What are the potential applications of this study?

A: The potential applications of this study are in the fields of education, psychology, and sociology. The study can be used to inform educational policies and practices that promote student learning motivation and adjustment. Additionally, the study can be used to develop interventions and programs that support student adjustment and learning motivation.

Q: What are the potential limitations of applying this study in real-world settings?

A: The potential limitations of applying this study in real-world settings are that the study was conducted on a specific population of students, and the findings may not be generalizable to other populations. Additionally, the study used a quantitative approach, which may not capture the complexity of the relationship between organizational activity and adjustment on learning motivation. Finally, the study did not explore the role of other factors that may influence learning motivation, such as academic achievement, family background, and socio-economic status.

Q: What are the potential future directions for this study?

A: The potential future directions for this study are to replicate the study on other populations of students to increase the generalizability of the findings. Additionally, researchers should explore the role of other factors that may influence learning motivation, such as academic achievement, family background, and socio-economic status. Furthermore, researchers should investigate the long-term effects of organizational activity and adjustment on learning motivation to provide a more comprehensive understanding of the relationship between these variables.