Hubungan antara Learning Loss dan Motivasi Belajar Mahasiswa pada Proses Pembelajaran Jarak Jauh

Kurniawan Pandu Wicaksono


Pembelajaran jarak jauh berpotensi menyebabkan mahasiswa mengalami learning loss yang berpotensi menyebabkan motivasi belajar mahasiswa rendah. Penelitian ini bertujuan untuk mendeskripsikan learning loss dan motivasi belajar mahasiswa pada pembelajaran jarak jauh di Universitas Muhammadiyah Jember, serta menganalisis hubungan antara keduanya. Penelitian ini merupakan jenis penelitian korelasional dengan penggunaan sampel sebesar 80 responden, dengan teknik simple random sampling. Dari hasil penelitian didapatkan nilai rerata learning loss dan motivasi belajar mahasiswa masing-masing sebesar 36,28 dan 36,65 yang bermakna bahwa mahasiswa cenderung mengalami learning yang rendah pada pembelajaran jarak jauh. Dari hasil korelasi didapatkan hubungan yang kuat antara learning loss dengan tingkat motivasi belajar pada mahasiswa. Hasil analisis demografi juga menunjukkan bahwa gender responden perempuan paling banyak mengalami learning loss dan juga cenderung memiliki motivasi belajar yang rendah serta untuk domisili yang terbanyak adalah Kabupaten Jember.


Keyword : Learning loss, learning motivation, long distance learning.


Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting Concequences of the Summer Learning Gap. American Sociological Review, 72, 167–180.

Almaleki, D. A., Alhajaji, R. A., & Alharbi, M. A. (2021). Measuring Students’ Interaction in Distance Learning Through the Electronic Platform and its Impact on their Motivation to Learn During Covid-19 Crisis. International Journal of Computer Science and Network Security, 21(5), 98–112.

Blundell, R., Costa Dias, M., Joyce, R., & Xu, X. (2020). COVID-19 and Inequalities*. Fiscal Studies, 41(2), 291–319.

Bremer, C. (2012). New format for online courses : the open course Future of Learning Background and introduction : the concept of connectivism. ELearning Baltics 2012. Proceedings of the 5th Internationl ELBA Science Conference. (2012) Pp. 124-164, 124–164.

Champeaux, H., Piccoli, L., Mangiavacchi, L., & Marchetta, F. (2020). Learning at Home : Distance Learning Solutions and Child Development during the COVID-19 Lockdown. Discussion Paper Series, 13819.

Chiu, T. K. F., & Lim, C. P. (2020). Strategic Use of Technology for Inclusive Education in Hong Kong: A Content-Level Perspective. ECNU Review of Education, 3(4), 715–734.

Chou, C. H., Wang, Y. S., & Tang, T. I. (2015). Exploring the determinants of knowledge adoption in virtual communities: A social influence perspective. International Journal of Information Management, 35(3), 364–376.

Daniels, L. M., Goegan, L. D., & Parker, P. C. (2021). The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions. Social Psychology of Education, 24(1), 299–318.

Donnelly, R., & Patrinos, H. A. (2021). Learning loss during COVID-19: An early systematic review. Covid Economics Vetted and Real-Time Papers, 15(10), 1–23.

Duffy, K. A., Helzer, E. G., Hoyle, R. H., Helzer, J. F., & Chartrand, T. L. (2018). Pessimistic expectations and poorer experiences: The role of (low) extraversion in anticipated and experienced enjoyment of social interaction. PLoS ONE, 13(7), 1–21.

Dündar, S. (2015). Mathematics teacher-candidates’ performance in solving problems with different representation styles: The trigonometry example. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1379–1397.

Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences of the United States of America, 118(17).

Fang, J., Tang, L., Yang, J., & Peng, M. (2019). Social interaction in MOOCs: The mediating effects of immersive experience and psychological needs satisfaction. Telematics and Informatics, 39(August 2018), 75–91.

Fitriyani, Y., Fauzi, I., & Sari, M. Z. (2020). Motivasi Belajar Mahasiswa Pada Pembelajaran Daring Selama Pandemik Covid-19. Profesi Pendidikan Dasar, 7(1), 121–132.

Gunawardena, C. N., Linder-VanBerschot, J. A., LaPointe, D. K., & Rao, L. (2010). Predictors of learner satisfaction and transfer of learning in a corporate online education program. American Journal of Distance Education, 24(4), 207–226.

Guo, Z., Xiao, L., Van Toorn, C., Lai, Y., & Seo, C. (2016). Promoting online learners’ continuance intention: An integrated flow framework. Information and Management, 53(2), 279–295.

Harmey, S., & Moss, G. (2021). Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19. Educational Review, 00(00), 1–20.

Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of Views of Students and Teachers on Distance Education Practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science, 4(4), 267–282.

Ifinedo, P. (2018). Determinants of students’ continuance intention to use blogs to learn: an empirical investigation. Behaviour and Information Technology, 37(4), 381–392.

Joo, Y. J., So, H. J., & Kim, N. H. (2018). Examination of relationships among students’ self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs. Computers and Education, 122, 260–272.

Kangas, M., Siklander, P., Randolph, J., & Ruokamo, H. (2017). Teachers’ engagement and students’ satisfaction with a playful learning environment. Teaching and Teacher Education, 63, 274–284.

Kashyap, A. M., Sailaja, S. V., Srinivas, K. V. R., & Raju, S. S. (2021). Challenges in online teaching amidst covid crisis: Impact on engineering educators of different levels. Journal of Engineering Education Transformations, 34(Special Issue), 38–43.

Kianmehr, L., & Kamali, A. (2015). The paradox of online education: Images, perceptions, and interests. Proceedings of the 32nd Information Systems Education Conference, ISECON 2015, 5(9), 199–210.

Kim, S., Park, C., & O’Rourke, J. (2017). Effectiveness of online simulation training: Measuring faculty knowledge, perceptions, and intention to adopt. Nurse Education Today, 51, 102–107.

Kraft, M. A., & Simon, N. S. (2020). Teachers’ Experiences Working from Home During the COVID-19 Pandemic. 1–9. Memo_Teaching_From_Home_Survey_June_24_2020.pdf

Kuhfeld, M., & Soland, J. (2021). The Learning Curve: Revisiting the Assumption of Linear Growth during the School Year. Journal of Research on Educational Effectiveness, 14(1), 143–171.

Lee, M. C. (2010). Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation-confirmation model. Computers and Education, 54(2), 506–516.

M., A., & J., S. (2013). E-learning: The essential usability perspective. Clinical Teacher, 10(1), 47–50.

Meeter, M., Den Hartogh, C. F., Bakker, T., De Vires, R. E., & Plak, S. (2020). College students ’ motivation and study results after COVID-19 stay-at- home orders. Vrije Universiteit Amsterdam, December.

Ng, C. (2019). Shifting the focus from motivated learners to motivating distributed environments: a review of 40 years of published motivation research in Distance Education. Distance Education, 40(4), 469–496.

Ni, A. Y. (2013). Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods. Journal of Public Affairs Education, 19(2), 199–215.

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child Development, 88(5), 1653–1670.

Pérez-Álvarez, R., Maldonado-Mahauad, J., & Pérez-Sanagustín, M. (2018). Tools to Support Self-Regulated Learning in Online Environments: Literature Review. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 11082 LNCS, 16–30.

Quinn, D. M., Cooc, N., McIntyre, J., & Gomez, C. J. (2016). Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity: Updating and Extending Past Research With New National Data. Educational Researcher, 45(8), 443–453.

Shapiro, H. B., Lee, C. H., Wyman Roth, N. E., Li, K., Çetinkaya-Rundel, M., & Canelas, D. A. (2017). Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers. Computers and Education, 110, 35–50.

Sheehy, K., Budiyanto, Kaye, H., & Rofiah, K. (2019). Indonesian teachers’ epistemological beliefs and inclusive education. Journal of Intellectual Disabilities, 23(1), 39–56.

Sun, J. (2016). Multi-dimensional alignment between online instruction and course technology: A learner-centered perspective. Computers and Education, 101, 102–114.

Sya’roni, M. (2016). ETIKA KEILMUAN: Sebuah Kajian Filsafat Ilmu. Jurnal THEOLOGIA, 25(1), 245–270.

Turner, K. L., Hughes, M., & Presland, K. (2020). Learning Loss, a Potential Challenge for Transition to Undergraduate Study following COVID19 School Disruption. Journal of Chemical Education, 97(9), 3346–3352.

Xu, D., & Jaggars, S. S. (2013). Adaptability to online learning: Differences across types of students and academic subject areas. Community College Research Center, 54, 1–32.

Yuce, A., Abubakar, A. M., & Ilkan, M. (2019). Intelligent tutoring systems and learning performance: Applying task-technology fit and IS success model. Online Information Review, 43(4), 600–616.

Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison. Frontiers in Psychology, 11(December), 1–13.

Zhou, M. (2016). Chinese university students’ acceptance of MOOCs: A self-determination perspective. Computers and Education, 92–93, 194–203.

Zhuang, Y., Feng, W., & Liao, Y. (2017). Want more? Learn less: Motivation affects adolescents learning from negative feedback. Frontiers in Psychology, 8(JAN), 1–10.



  • There are currently no refbacks.

Copyright (c) 2022 Bioma : Jurnal Biologi dan Pembelajaran Biologi