Keterlibatan Belajar Peserta didik (Learning Engagement) dalam Pembelajaran Kimia terhadap Prestasi Akademik: Kajian Literatur
DOI:
https://doi.org/10.37630/jpm.v14i4.1998Keywords:
Keterlibatan Belajar Peserta didik, Prestasi Akademik, Interaksi Sosial, PrismaAbstract
Pentingnya keterlibatan belajar peserta didik dalam pembelajaran, terutama dalam konteks pendidikan yang semakin berkembang dan digital. Keterlibatan belajar termasuk komponen yang berperan penting dalam psikologi pembelajaran mencakup aspek kognitif, emosional, dan perilaku yang berpengaruh signifikan terhadap efektivitas pendidikan dan hasil yang diperoleh dalam proses pembelajaran. Pada artikel ini peneliti ingin menganalisis artikel-artikel yang berkaitan dengan aspek-aspek keterlibatan belajar, interaksi peserta didik dengan lingkungan dan pengaruh keterlibatan belajar terhadap hasil akademik yang dikembangkan untuk mengetahui permasalahan dan solusi dalam peningkatan keterlibatan belajar khusunya pada materi laju reaksi sering dianggap sulit oleh peserta didik karena kompleksitasnya yang melibatkan representasi makroskopis, mikroskopis, dan simbolis sehingga penting untuk menerapkan model pembelajaran aktif yang dapat mendorong partisipasi dan keterlibatan belajar peserta didik dan mengurangi miskonsepsi Tinjauan dilakukan dengan menggunakan metode pencarian sistematis PRISMA, penelitian ini menganalisis artikel-artikel yang relevan dari database PubMed dan Science Direct dengan rentang waktu terbit 2020-2024 yang menghasilkan 26 artikel terpilih dan di saring sesuai kelayakan dan ketentuan yang dikaji oleh peneliti sehingga menyisakan 8 artikel yaitu 2 artikel yang membahas keterlibatan belajar dari aspek perilaku, kognitif dan emosional, 5 artikel tentang keterlibatan peserta didik yang mencakup interaksi dengan teman sebaya, guru, dan proses pembelajaran terhadap kesehatan mental serta 1 artikel mengenai pengaruh keterlibatan pengaruh keterlibatan peserta didik terhadap hasil akademik. Hasil tinjauan literatur menunjukkan bahwa keterlibatan peserta didik berhubungan erat dengan interaksi sosial di sekolah, dukungan guru, serta kesehatan mental peserta didik. Selain itu, perlunya strategi pembelajaran yang inovatif untuk meningkatkan keterlibatan belajar peserta didik dan mengurangi stres akademis. Tinjauan juga ini menunjukkan bahwa peningkatan keterlibatan belajar dapat berkontribusi pada hasil akademik yang lebih baik dan kesejahteraan peserta didik secara keseluruhan.
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References
Agusti, A., Lamers, F., Tamayo, M., Benito-Amat, C., Molina-Mendoza, G. V., Penninx, B. W. J. H., & Sanz, Y. (2023). The Gut Microbiome in Early Life Stress: A Systematic Review. Nutrients, 15(11). https://doi.org/10.3390/nu15112566
Azis, T. N. (2019). Strategi pembelajaran era digital. Annual Conference on Islamic Education and Social Sains (ACIEDSS 2019), 1(2), 308–318.
Badshah, A., Jalal, A., Rehman, G. U., Zubair, M., & Umar, M. M. (2021). Academic use of social networking sites in learners’ engagement in underdeveloped countries’ schools. Education and Information Technologies, 26(5), 6319–6336. https://doi.org/10.1007/s10639-021-10619-8
Bariyah, I. (2017). Keterlibatan Peserta didik (student engagement) Terhadap Prestasi Belajar. Jurnal Pendidikan Sosiologi, 6(1), 1–8. https://journal.student.uny.ac.id/ojs/index.php/societas/article/view/9076
Bergdahl, N., Nouri, J., & Fors, U. (2020). Disengagement, engagement and digital skills in technology-enhanced learning. Education and Information Technologies, 25(2), 957–983. https://doi.org/10.1007/s10639-019-09998-w
Chen, J., & Zhang, X. (2023). The impact of career calling on higher vocational nursing students’ learning engagement: The mediating roles of career adaptability and career commitment. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1111842
Christanty, Z. J., & Cendana, W. (2021). Creative of Learning Students Elementary Education UPAYA GURU MENINGKATKAN KETERLIBATAN PESERTA DIDIK KELAS K1 DALAM PEMBELAJARAN SYNCHRONOUS. Journal of Elementary Education, 04(3), 337–347.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, Context, And adjustment: Addressing definitional, Measurement, And methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.1016/j.learninstruc.2016.02.002
Gu, J., Tang, L., Liu, X., & Xu, J. (2022). Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.810275
Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning Journal, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481
Hariandi, A., & Cahyani, A. (2018). Meningkatkan Keaktifan Belajar Peserta didik Menggunakan Pendekatan Inkuiri Di Sekolah Dasar. Jurnal Gentala Pendidikan Dasar, 3(2), 353–371. https://doi.org/10.22437/gentala.v3i2.6751
Heilporn, G., & Lakhal, S. (2021a). Converting a graduate-level course into a HyFlex modality: What are effective engagement strategies? International Journal of Management Education, 19(1), 100454. https://doi.org/10.1016/j.ijme.2021.100454
Heilporn, G., & Lakhal, S. (2021b). Fostering student engagement in blended courses: A qualitative study at the graduate level in a business faculty. International Journal of Management Education, 19(3), 100569. https://doi.org/10.1016/j.ijme.2021.100569
Jeon, M. K., Lee, I., & Lee, M. Y. (2022). The multiple mediating effects of grit and learning agility on academic burnout and learning engagement among Korean university students: a cross-sectional study. Annals of Medicine, 54(1), 2710–2724. https://doi.org/10.1080/07853890.2022.2122551
Khaeruman, K., Ahmadi, A., & Rehanun, R. (2015). Pengembangan Media Animasi Interaktif Pada Materi Laju Reaksi. Hydrogen: Jurnal Kependidikan Kimia, 3(1), 267. https://doi.org/10.33394/hjkk.v3i1.672
King, T., & Fazel, M. (2021). Examining the mental health outcomes of school-based peer-led interventions on young people: A scoping review of range and a systematic review of effectiveness. PLoS ONE, 16(4 April), e0249553. https://doi.org/10.1371/journal.pone.0249553
Kosel, C., Böheim, R., Schnitzler, K., Holzberger, D., Pfeffer, J., Bannert, M., & Seidel, T. (2023). Keeping track in classroom discourse: Comparing in-service and pre-service teachers’ visual attention to students’ hand-raising behavior. Teaching and Teacher Education, 128, 104142. https://doi.org/10.1016/j.tate.2023.104142
Lavy, S., & Naama-Ghanayim, E. (2020). Why care about caring? Linking teachers’ caring and sense of meaning at work with students’ self-esteem, well-being, and school engagement. Teaching and Teacher Education, 91, 103046. https://doi.org/10.1016/j.tate.2020.103046
Li, H., Zhang, W., & Yan, J. (2024). Physical activity and sedentary behavior among school-going adolescents in lowand middle-income countries: insights from the global school-based health survey. PeerJ, 12(4), e17097. https://doi.org/10.7717/peerj.17097
Masgumelar, N. K., & Mustafa, P. S. (2021). Teori Belajar Konstruktivisme: Implementasi dan Implikasinya dalam Pendidikan dan Pembelajaran. Ghaitsa: Islamic Education, 2(1), 49–57. http://liyarizkifadillah1997.blogspot.com/2019/01/teori-belajar-konstruktivisme.html
Muis, A., & Santosa, A. B. (2022). Pengaruh Kecerdasan Emosional Peserta didik, Motivasi Belajar terhadap Keterlibatan Peserta didik di Sekolah Dimoderasi oleh Lingkungan Keluarga di SMA Islam Sultan Agung 1 Semarang. Jurnal Pendidikan Tambusai, 6(2), 16173–16189. https://jptam.org/index.php/jptam/article/view/4964
Mujakir, M., & Rusydi, R. (2019). Pembelajaran Kimia Inovatif Untuk Melatih Peserta didik Menjelaskan Dan Menyelesaikan Masalah. JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan Dan Pengajaran, 20(1), 38. https://doi.org/10.22373/jid.v20i1.4450
Oubibi, M., Chen, G., Fute, A., & Zhou, Y. (2023). The effect of overall parental satisfaction on Chinese students’ learning engagement: Role of student anxiety and educational implications. Heliyon, 9(3). https://doi.org/10.1016/j.heliyon.2022.e12149
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Journal of Clinical Epidemiology, 134, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001
Raniti, M., Rakesh, D., Patton, G. C., & Sawyer, S. M. (2022). The role of school connectedness in the prevention of youth depression and anxiety: a systematic review with youth consultation. BMC Public Health, 22(1), 2152. https://doi.org/10.1186/s12889-022-14364-6
Sa’adah, U., & Ariati, J. (2020). Hubungan Antara Student Engagement (Keterlibatan Peserta didik) Dengan Prestasi Akademik Mata Pelajaran Matematika Pada Peserta didik Kelas Xi Sma Negeri 9 Semarang. Jurnal EMPATI, 7(1), 69–75. https://doi.org/10.14710/empati.2018.20148
Safitri, N. C., Nursaadah, E., & Wijayanti, I. E. (2019). Analisis Multipel Representasi Kimia Peserta didik pada Konsep Laju Reaksi. EduChemia (Jurnal Kimia Dan Pendidikan), 4(1), 1. https://doi.org/10.30870/educhemia.v4i1.5023
Salam, M. Y., Mudinilllah, A., & Agustina, A. (2022). Aplikasi Quizizz Berpengaruh Atau Tidak untuk Meningkatkan Motivasi Belajar dan Hasil Belajar Peserta didik. Jurnal Basicedu, 6(2), 2738–2746. https://doi.org/10.31004/basicedu.v6i2.2467
Sari, D. R., Syahana, S., Asmiati, L., Pujiana, E., & Suyanta, S. (2023). Exploring the Revolutionary Potential of Contextual Approach in Increasing Students’ Interest in Learning Chemistry. Jurnal Penelitian Pendidikan IPA, 9(SpecialIssue), 285–293. https://doi.org/10.29303/jppipa.v9ispecialissue.4710
Shao, Y., & Kang, S. (2022). The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.938756
Snijders, I., Wijnia, L., Rikers, R. M. J. P., & Loyens, S. M. M. (2020). Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty. International Journal of Educational Research, 100, 101538. https://doi.org/10.1016/j.ijer.2020.101538
Steenkamp, G., & Brink, S. M. (2024). Students’ experiences of peer learning in an accounting research module: Discussion forums, peer review and group work. International Journal of Management Education, 22(3), 101057. https://doi.org/10.1016/j.ijme.2024.101057
Wang, Y. (2024). An interactive online educational environment to reduce anxiety, improve emotional well-being, and critical thinking for college students. Acta Psychologica, 248, 104347. https://doi.org/10.1016/j.actpsy.2024.104347
Wang, Z., Qian, K., Zhu, X., & Hu, X. (2023). Influences of Online Teaching Ability of University Teachers on Learning Engagement of Learners. International Journal of Emerging Technologies in Learning, 18(5), 203–216. https://doi.org/10.3991/ijet.v18i05.37809
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical Education Online, 25(1), 1742964. https://doi.org/10.1080/10872981.2020.1742964
Yan, X. Q., Zhou, Y. Y., Zhang, K., & Cui, G. Y. (2023). Perceived Teacher Enthusiasm and Professional Commitment: The Mediating Role of Boredom and Learning Engagement. Psychology Research and Behavior Management, 16, 1149–1163. https://doi.org/10.2147/PRBM.S400137
Zen, Z., Reflianto, Syamsuar, & Ariani, F. (2022). Academic achievement: the effect of project-based online learning method and student engagement. Heliyon, 8(11). https://doi.org/10.1016/j.heliyon.2022.e11509
Zhong, Q., Wang, Y., Lv, W., Xu, J., & Zhang, Y. (2022). Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning. Sustainability (Switzerland), 14(9). https://doi.org/10.3390/su14095619
Zwagery, R. V., & Leza, N. M. (2021). Hubungan Hardiness Dengan Student Engagement Pada Peserta didik Smp Negeri 1 Banjarbaru. Jurnal Psikologi : Media Ilmiah Psikologi, 19(2), 22–27. https://ejournal.45mataram.ac.id/index.php/swarna/article/view/120/75
Agusti, A., Lamers, F., Tamayo, M., Benito-Amat, C., Molina-Mendoza, G. V., Penninx, B. W. J. H., & Sanz, Y. (2023). The Gut Microbiome in Early Life Stress: A Systematic Review. Nutrients, 15(11). https://doi.org/10.3390/nu15112566
Azis, T. N. (2019). Strategi pembelajaran era digital. Annual Conference on Islamic Education and Social Sains (ACIEDSS 2019), 1(2), 308–318.
Badshah, A., Jalal, A., Rehman, G. U., Zubair, M., & Umar, M. M. (2021). Academic use of social networking sites in learners’ engagement in underdeveloped countries’ schools. Education and Information Technologies, 26(5), 6319–6336. https://doi.org/10.1007/s10639-021-10619-8
Bariyah, I. (2017). Keterlibatan Peserta didik (student engagement) Terhadap Prestasi Belajar. Jurnal Pendidikan Sosiologi, 6(1), 1–8. https://journal.student.uny.ac.id/ojs/index.php/societas/article/view/9076
Bergdahl, N., Nouri, J., & Fors, U. (2020). Disengagement, engagement and digital skills in technology-enhanced learning. Education and Information Technologies, 25(2), 957–983. https://doi.org/10.1007/s10639-019-09998-w
Chen, J., & Zhang, X. (2023). The impact of career calling on higher vocational nursing students’ learning engagement: The mediating roles of career adaptability and career commitment. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1111842
Christanty, Z. J., & Cendana, W. (2021). Creative of Learning Students Elementary Education UPAYA GURU MENINGKATKAN KETERLIBATAN PESERTA DIDIK KELAS K1 DALAM PEMBELAJARAN SYNCHRONOUS. Journal of Elementary Education, 04(3), 337–347.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, Context, And adjustment: Addressing definitional, Measurement, And methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.1016/j.learninstruc.2016.02.002
Gu, J., Tang, L., Liu, X., & Xu, J. (2022). Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.810275
Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning Journal, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481
Hariandi, A., & Cahyani, A. (2018). Meningkatkan Keaktifan Belajar Peserta didik Menggunakan Pendekatan Inkuiri Di Sekolah Dasar. Jurnal Gentala Pendidikan Dasar, 3(2), 353–371. https://doi.org/10.22437/gentala.v3i2.6751
Heilporn, G., & Lakhal, S. (2021a). Converting a graduate-level course into a HyFlex modality: What are effective engagement strategies? International Journal of Management Education, 19(1), 100454. https://doi.org/10.1016/j.ijme.2021.100454
Heilporn, G., & Lakhal, S. (2021b). Fostering student engagement in blended courses: A qualitative study at the graduate level in a business faculty. International Journal of Management Education, 19(3), 100569. https://doi.org/10.1016/j.ijme.2021.100569
Jeon, M. K., Lee, I., & Lee, M. Y. (2022). The multiple mediating effects of grit and learning agility on academic burnout and learning engagement among Korean university students: a cross-sectional study. Annals of Medicine, 54(1), 2710–2724. https://doi.org/10.1080/07853890.2022.2122551
Khaeruman, K., Ahmadi, A., & Rehanun, R. (2015). Pengembangan Media Animasi Interaktif Pada Materi Laju Reaksi. Hydrogen: Jurnal Kependidikan Kimia, 3(1), 267. https://doi.org/10.33394/hjkk.v3i1.672
King, T., & Fazel, M. (2021). Examining the mental health outcomes of school-based peer-led interventions on young people: A scoping review of range and a systematic review of effectiveness. PLoS ONE, 16(4 April), e0249553. https://doi.org/10.1371/journal.pone.0249553
Kosel, C., Böheim, R., Schnitzler, K., Holzberger, D., Pfeffer, J., Bannert, M., & Seidel, T. (2023). Keeping track in classroom discourse: Comparing in-service and pre-service teachers’ visual attention to students’ hand-raising behavior. Teaching and Teacher Education, 128, 104142. https://doi.org/10.1016/j.tate.2023.104142
Lavy, S., & Naama-Ghanayim, E. (2020). Why care about caring? Linking teachers’ caring and sense of meaning at work with students’ self-esteem, well-being, and school engagement. Teaching and Teacher Education, 91, 103046. https://doi.org/10.1016/j.tate.2020.103046
Li, H., Zhang, W., & Yan, J. (2024). Physical activity and sedentary behavior among school-going adolescents in lowand middle-income countries: insights from the global school-based health survey. PeerJ, 12(4), e17097. https://doi.org/10.7717/peerj.17097
Masgumelar, N. K., & Mustafa, P. S. (2021). Teori Belajar Konstruktivisme: Implementasi dan Implikasinya dalam Pendidikan dan Pembelajaran. Ghaitsa: Islamic Education, 2(1), 49–57. http://liyarizkifadillah1997.blogspot.com/2019/01/teori-belajar-konstruktivisme.html
Muis, A., & Santosa, A. B. (2022). Pengaruh Kecerdasan Emosional Peserta didik, Motivasi Belajar terhadap Keterlibatan Peserta didik di Sekolah Dimoderasi oleh Lingkungan Keluarga di SMA Islam Sultan Agung 1 Semarang. Jurnal Pendidikan Tambusai, 6(2), 16173–16189. https://jptam.org/index.php/jptam/article/view/4964
Mujakir, M., & Rusydi, R. (2019). Pembelajaran Kimia Inovatif Untuk Melatih Peserta didik Menjelaskan Dan Menyelesaikan Masalah. JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan Dan Pengajaran, 20(1), 38. https://doi.org/10.22373/jid.v20i1.4450
Oubibi, M., Chen, G., Fute, A., & Zhou, Y. (2023). The effect of overall parental satisfaction on Chinese students’ learning engagement: Role of student anxiety and educational implications. Heliyon, 9(3). https://doi.org/10.1016/j.heliyon.2022.e12149
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Journal of Clinical Epidemiology, 134, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001
Raniti, M., Rakesh, D., Patton, G. C., & Sawyer, S. M. (2022). The role of school connectedness in the prevention of youth depression and anxiety: a systematic review with youth consultation. BMC Public Health, 22(1), 2152. https://doi.org/10.1186/s12889-022-14364-6
Sa’adah, U., & Ariati, J. (2020). Hubungan Antara Student Engagement (Keterlibatan Peserta didik) Dengan Prestasi Akademik Mata Pelajaran Matematika Pada Peserta didik Kelas Xi Sma Negeri 9 Semarang. Jurnal EMPATI, 7(1), 69–75. https://doi.org/10.14710/empati.2018.20148
Safitri, N. C., Nursaadah, E., & Wijayanti, I. E. (2019). Analisis Multipel Representasi Kimia Peserta didik pada Konsep Laju Reaksi. EduChemia (Jurnal Kimia Dan Pendidikan), 4(1), 1. https://doi.org/10.30870/educhemia.v4i1.5023
Salam, M. Y., Mudinilllah, A., & Agustina, A. (2022). Aplikasi Quizizz Berpengaruh Atau Tidak untuk Meningkatkan Motivasi Belajar dan Hasil Belajar Peserta didik. Jurnal Basicedu, 6(2), 2738–2746. https://doi.org/10.31004/basicedu.v6i2.2467
Sari, D. R., Syahana, S., Asmiati, L., Pujiana, E., & Suyanta, S. (2023). Exploring the Revolutionary Potential of Contextual Approach in Increasing Students’ Interest in Learning Chemistry. Jurnal Penelitian Pendidikan IPA, 9(SpecialIssue), 285–293. https://doi.org/10.29303/jppipa.v9ispecialissue.4710
Shao, Y., & Kang, S. (2022). The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.938756
Snijders, I., Wijnia, L., Rikers, R. M. J. P., & Loyens, S. M. M. (2020). Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty. International Journal of Educational Research, 100, 101538. https://doi.org/10.1016/j.ijer.2020.101538
Steenkamp, G., & Brink, S. M. (2024). Students’ experiences of peer learning in an accounting research module: Discussion forums, peer review and group work. International Journal of Management Education, 22(3), 101057. https://doi.org/10.1016/j.ijme.2024.101057
Wang, Y. (2024). An interactive online educational environment to reduce anxiety, improve emotional well-being, and critical thinking for college students. Acta Psychologica, 248, 104347. https://doi.org/10.1016/j.actpsy.2024.104347
Wang, Z., Qian, K., Zhu, X., & Hu, X. (2023). Influences of Online Teaching Ability of University Teachers on Learning Engagement of Learners. International Journal of Emerging Technologies in Learning, 18(5), 203–216. https://doi.org/10.3991/ijet.v18i05.37809
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical Education Online, 25(1), 1742964. https://doi.org/10.1080/10872981.2020.1742964
Yan, X. Q., Zhou, Y. Y., Zhang, K., & Cui, G. Y. (2023). Perceived Teacher Enthusiasm and Professional Commitment: The Mediating Role of Boredom and Learning Engagement. Psychology Research and Behavior Management, 16, 1149–1163. https://doi.org/10.2147/PRBM.S400137
Zen, Z., Reflianto, Syamsuar, & Ariani, F. (2022). Academic achievement: the effect of project-based online learning method and student engagement. Heliyon, 8(11). https://doi.org/10.1016/j.heliyon.2022.e11509
Zhong, Q., Wang, Y., Lv, W., Xu, J., & Zhang, Y. (2022). Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning. Sustainability (Switzerland), 14(9). https://doi.org/10.3390/su14095619
Zwagery, R. V., & Leza, N. M. (2021). Hubungan Hardiness Dengan Student Engagement Pada Peserta didik Smp Negeri 1 Banjarbaru. Jurnal Psikologi : Media Ilmiah Psikologi, 19(2), 22–27. https://ejournal.45mataram.ac.id/index.php/swarna/article/view/120/75
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