Pengaruh iklim sekolah pesantren dan efikasi diri terhadap motivasi akademik santri asrama kelas XI Pesantren Persis 76 Tarogong

Rifni, Irfi Widimufti Ar (2025) Pengaruh iklim sekolah pesantren dan efikasi diri terhadap motivasi akademik santri asrama kelas XI Pesantren Persis 76 Tarogong. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Beban akademik ganda (sekolah formal, target hafalan al-Qur’an, kegiatan organisasi) serta jadwal asrama 24 jam yang ketat dapat menyebabkan stres akademik dan kelebihan beban kognitif, sehingga memicu penurunan motivasi akademik santri kelas XI. Penelitian ini bertujuan untuk mengetahui pengaruh iklim sekolah pesantren dan efikasi diri terhadap motivasi akademik santri asrama kelas XI Pesantren Persis 76 Tarogong. Penelitian ini menggunakan pendekatan kuantitatif dengan rancangan penelitian regresi linear berganda. Subjek penelitian berjumlah 94 santri, yang dipilih melalui teknik sampling jenuh. Hasil penelitian menunjukkan bahwa iklim sekolah pesantren dan efikasi diri berpengaruh signifikan terhadap motivasi akademik santri secara simultan sebesar 9.7%. Temuan ini menegaskan pentingnya peran lingkungan sekolah yang mendukung dan keyakinan diri dalam mendorong motivasi belajar santri. Multiple academic load (formal school, Quran memorization target, organizational activities) as well as a strict 24-hour dormitory schedule can cause academic stress and cognitive overload, thus triggering a decrease in the academic motivation of grade XI students. This study aims to determine the effect of pesantren school climate and self-efficacy on the academic motivation of 11th grade boarding students of Pesantren Persis 76 Tarogong. This study used a quantitative approach with multiple linear regression research design. The research subjects totaled 94 students, who were selected through saturated sampling technique. The result showed that pesantren school climate and self-efficacy had a significant effect on students academic motivation simultaneously by 9.7%. This finding confirms the important role of a supportive school environment and self-efficacy in encouraging students’ learning motivation.

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