Autonomy and Responsibility in Self-Directed Learning: A Correlational Study on Students’ Learning Motivation
Abstract
This study aims to examine the relationship between learning motivation and learning autonomy in Fiqh learning at Al Hikmah Islamic Boarding School, Bandar Lampung. A quantitative correlational design was employed. The sample consisted of 32 third-grade Wustho students, representing the entire population (N = 32). Data were collected using validated and reliable Likert-scale questionnaires and analyzed using Pearson correlation. The results revealed a very weak correlation between learning motivation and learning autonomy (R = 0.030), with a coefficient of determination of R² = 0.001. The significance test yielded a Sig. value of 0.873 (> 0.05), indicating that the relationship between the two variables is not statistically significant. These findings suggest that learning motivation explains only a negligible proportion of the variance in students’ learning autonomy within the context of Fiqh learning in a pesantren environment.
Keywords
Learning Motivation, Learning Autonomy, Fiqh Learning
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