Identifikasi motivasi mahasiswa generasi z dalam mengikuti kegiatan kemahasiswaan di kampus (studi kasus Universitas Pelita Harapan kampus Lippo Village) = Identification of student motivation of z generation in the involvement within student activities in campus (case study of Universitas Pelita Harapan Lippo Village)

Kumendong, Angelica (2020) Identifikasi motivasi mahasiswa generasi z dalam mengikuti kegiatan kemahasiswaan di kampus (studi kasus Universitas Pelita Harapan kampus Lippo Village) = Identification of student motivation of z generation in the involvement within student activities in campus (case study of Universitas Pelita Harapan Lippo Village). Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Kontribusi lulusan Universitas terhadap tingkat pengangguran di Indonesia meningkat sebesar 1,33% dari tahun 2017 ke 2018 dengan salah satu penyebabnya, yaitu rendahnya softskill dari lulusannya sehingga Universitas perlu fokus pada proses pembelajaran yang membekali softskill mahasiswa melalui kegiatan kemahasiswaan. Tantangan yang dihadapi Universitas saat ini adalah bagaimana mendorong partisipasi aktif dari mahasiswa yang berasal dari generasi Z untuk mengikuti kegiatan kemahasiswaan. Tahapan awal yang dapat dilakukan, yaitu mengidentifikasi motivasi mahasiswa dalam mengikuti kegiatan kemahasiswaan. Motivasi merupakan metode penting dalam mengelola perilaku manusia. Penelitian ini bertujuan untuk mengetahui dan menganalisis motivasi mahasiswa generasi Z dalam mengikuti kegiatan kemahasiswaan di kampus serta perbedaan motivasi antara keterlibatan sebagai peserta dan sebagai panitia. Penelitian ini mengambil studi kasus di UPH kampus Lippo Village, khususnya pada Departemen Student Life. Pengumpulan data menggunakan kuesioner dan wawancara dan pengolahan data menggunakan bantuan piranti lunak statistik. Hasil penelitian menampilkan motivasi-motivasi tersebut ialah (diurutkan dari nilai rata-rata tertinggi): untuk mendapatkan ilmu yang membentuk karakter menjadi lebih baik (4,52), menambah koneksi pertemanan yang diyakini berguna bagi kehidupan mereka (4,48), perasaan senang dan puas ketika mendapatkan pengalaman baru (4,42), pengalaman dalam kegiatan kemahasiswaan dapat menambah portofolio dan / atau SKPI dan / atau CV yang diyakini akan membantu mereka mendapatkan pekerjaan (4,39), perasaan senang dan puas ketika mempelajari hal baru (4,38), mengeksplorasi minat dan kemampuan yang mereka sukai (4,38), perasaan senang dan puas ketika dapat mengembangkan kompetensi(4,02). Dari lima tipe motivasi, yaitu motivasi intrinsik, motivasi ekstrinsik tipe identifikasi, motivasi ekstrinsik tipe introjeksi, motivasi ekstrinsik tipe regulasi eksternal, dan amotivasi diketahui perbedaan signifikan motivasi terdapat pada motivasi ekstrinsik tipe introjeksi (p-value < 0,05)./ Contribution from University’s undergraduate students toward the level of unemployment in Indonesia has increased for 1,33% from 2017 to 2018, which one of the factors is the lack of soft skills that emphasizes University to focus on a learning process through student activities. To date, University is facing challenge on how to encourage active participations from its students who come from Z generation to join student activities. The initial stages that can be done is to identify student motivation in participating in student activities. Motivation is an important method in managing human behavior. This research aims to identify and to analyze student motivation that has characteristics of Z generation in the involvement within student activities in the campus, along with the difference in motivation between the student as a participant and as the committee. This research takes the study of Universitas Pelita Harapan Lippo Village, particularly in the Student Life Department which supervises most of the student activities in the campus. Data collection method uses questionnaire and interviews, and data analysis method uses statistical software. This research finds that student motivations consist of (sorted from the highest average value (sorted from the highest average value): to gain knowledge that build character towards a better person (4.52), to expand networking which believed would benefit them in the future (4.48), pleasure and satisfaction feeling from new experience (4.42), experience from joining student activities could add up their portfolio and or SKPI, and or CV in order to help in getting a job (4.39), pleasure and satisfaction in learning new things (4.38), to explore capabilities of interests that they like (4.38), pleasure and satisfaction when they are able to develop their competences (4.02). From these five types of motivation, that is intrinsic motivation, identification type of extrinsic motivation, introjection type of extrinsic motivation, external regulation type of extrinsic motivation, and motivation, a significant difference between student participant motivation and student committee motivation lies in the introjection type of extrinsic motivation (p-value < 0,05).

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