WHAT MAKES A DIFFERENCES STUDENT ACADEMIC RESILIENCE IN OPEN AND DISTANCE LEARNING?

Abstract

This study aims to analyze the academic resilience of students with open and distance learning systems. Implementing open and distance learning is not without obstacles, students who choose this learning model must have the ability to manage their learning both individually and in groups. Students are required to be able to manage their learning independently, starting by determining learning schedules, and solving learning problems that may be encountered in the process of completing their studies. Preliminary studies conducted by the authors show that the number of non-active students at the Indonesia Open University reaches more than 50%. Non-active students are those who temporarily stop their lectures. Students choose not to continue their studies for a while due to several things, including; (1) economic constraints, (2) time constraints, and (3) personal constraints (demotivation). This research is an exploratory research design that will reveal the academic toughness of students based on the type of service, joining study group, student motivation, cumulative grade point average, and duration of the study. Quantitative data was obtained using the academic resilience scale created by Benishek, et al (2004) and modified according to the research context, then distributed online to 705 Indonesia Open University students. Differences in students' academic resilience using open and distance learning methods occur based on their affinity with the study group (Sig 0.001), age (Sig 0.031), and the purpose of enrolling in college (Sig 0.038). Other aspects measured in this study, namely the type of service, last education, last GPA, and semesters taken did not show significant differences. Students who join study groups have higher resilience than those who do not join. Students who join study groups have social support in the form of fellow students who can discuss the same problems. The study group can also act as intermediaries between students and universities, considering that the location of students is far from the university representative offices in the province. Student age is also a differentiator of academic resilience possessed by students with open and distance learning. Younger students have higher academic resilience. This is due to their ability to control when facing learning problems considering that in the last 3 years almost all learning modes have been carried out online. The last thing that distinguishes the academic strength of students who take open and distance learning is the initial goal when studying. The student's motivation that have the highest to the lowest average are motivating the families, adding knowledge, getting a degree, career promoting, and killing the time.