Gender Dan Proses Belajar Mahasiswa: Kajian Perbedaan Motivasi, Perilaku Belajar, Dan Prestasi Akademik
DOI:
https://doi.org/10.66249/wand8577Keywords:
gender, motivasi belajar, perilaku belajar, prestasi akademik, pendidikan tinggiAbstract
berdasarkan gender mahasiswa. Penelitian menggunakan pendekatan kuantitatif dengan desain komparatif terhadap 53 responden mahasiswa (26 laki-laki dan 27 perempuan). Motivasi belajar dan perilaku belajar diukur menggunakan instrumen skala Likert, sedangkan prestasi akademik dioperasionalisasikan sebagai skor total instrumen prestasi untuk menjaga konsistensi sumber pengukuran antarvariabel. Analisis diawali dengan statistik deskriptif dan pengujian asumsi. Uji Shapiro–Wilk menunjukkan sebagian distribusi skor pada masing-masing kelompok belum sepenuhnya memenuhi asumsi normalitas, sementara uji homogenitas varians (Levene) menunjukkan varians kedua kelompok homogen pada seluruh variabel (p > 0,05). Berdasarkan kondisi tersebut, uji beda dilakukan menggunakan independent samples t-test dan diperkuat dengan uji Mann–Whitney sebagai uji sensitivitas. Untuk mengendalikan risiko kesalahan tipe I akibat tiga pengujian terpisah, diterapkan koreksi multiple testing menggunakan prosedur Holm. Hasil penelitian menunjukkan tidak terdapat perbedaan signifikan antara mahasiswa laki-laki dan perempuan pada motivasi belajar (t(51)=0,576; p=0,567), perilaku belajar (t(51)=0,018; p=0,986), maupun prestasi akademik berbasis skor total instrumen (t(51)=-0,702; p=0,486). Ukuran efek pada ketiga variabel berada pada kategori kecil, dan kesimpulan tetap konsisten pada uji Mann–Whitney serta p-terkoreksi Holm. Temuan ini mengindikasikan bahwa gender bukan pembeda utama dalam proses belajar mahasiswa pada sampel penelitian ini, sehingga strategi peningkatan kualitas belajar lebih tepat diarahkan pada faktor lintas gender seperti regulasi diri, manajemen waktu, dan dukungan akademik yang merata.
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