Hubungan Antara Motivasi Belajar Dengan Hasil Ujian Blok Multiple Choice Question (Mcq) Pada Mahasiswa Kedokteran Universitas Muhammadiyah Surabaya

Latar Belakang: Motivasi belajar merupakan salah satu faktor psikologis internal yang memengaruhi pencapaian akademik mahasiswa. Penurunan rata-rata nilai UKMPPD di Fakultas Kedokteran Universitas Muhammadiyah Surabaya (FK UMSurabaya) mendorong pentingnya penelitian untuk mengetahui peran motivasi dalam prestasi akademik. Tujuan: Mengetahui hubungan antara motivasi belajar dan hasil ujian blok MCQ pada mahasiswa FK UMSurabaya. Metode: Penelitian ini merupakan studi kuantitatif observasional analitik dengan pendekatan cross-sectional. Sampel sebanyak 196 mahasiswa preklinik tahun ke II hingga tahun ke IV menggunakan teknik proportionate stratified random sampling. Instrumen penelitian menggunakan kuesioner Motivated Strategies for Learning Questionnaire (MSLQ) untuk mengukur motivasi belajar, serta nilai ujian blok MCQ dari program studi. Analisis data menggunakan uji korelasi Spearman. Hasil: Mayoritas responden (89,3%) memiliki tingkat motivasi belajar tinggi, dan hanya 10,7% yang memiliki motivasi sedang. Rata-rata skor motivasi belajar tertinggi terdapat pada dimensi motivasi ekstrinsik. Namun, hasil uji statistik menunjukkan tidak terdapat hubungan yang signifikan antara motivasi belajar dengan nilai ujian blok MCQ (p=0,435; r=0,056). Begitu pula dengan analisis setiap dimensi motivasi belajar terhadap nilai MCQ, tidak ditemukan hubungan yang bermakna secara statistik. Kesimpulan: Meskipun sebagian besar mahasiswa memiliki tingkat motivasi belajar yang tinggi, hasil penelitian ini menunjukkan bahwa tidak terdapat hubungan yang signifikan antara motivasi belajar dengan hasil ujian blok MCQ pada mahasiswa FK UMSurabaya. Faktor lain di luar motivasi belajar kemungkinan berkontribusi terhadap hasil akademik mahasiswa.

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Background: Learning motivation is one of the internal psychological factors that influence students' academic achievement. The decline in the average scores of UKMPPD exams at the Faculty of Medicine, Universitas Muhammadiyah Surabaya (FK UMSurabaya), highlights the need to examine the role of motivation in academic performance. Objective: To determine the relationship between learning motivation and MCQ block exam results among medical students at FKUM Surabaya. Methods: This study employed a quantitative, observational analytic design with a cross-sectional approach. A total of 196 pre-clinical students from the second to fourth year were selected using proportionate stratified random sampling. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess learning motivation, while MCQ exam scores were obtained from the academic program. Data analysis was conducted using Spearman’s correlation test. Results: The majority of respondents (89.3%) demonstrated high learning motivation, with only 10.7% showing moderate motivation. The highest average score among motivation dimensions was found in extrinsic motivation. However, statistical analysis revealed no significant correlation between learning motivation and MCQ exam scores (p = 0.435; r = 0.056). Furthermore, no significant associations were found between individual motivation dimensions and MCQ results. Conclusion: Although most students exhibited high levels of learning motivation, this study found no statistically significant relationship between learning motivation and MCQ exam performance among FK UMSurabaya medical students. Other factors beyond motivation may play a more substantial role in academic outcomes.