A RASCH ANALYSIS OF STUDENTS’ MOTIVATION AND LEARNING STRATEGY IN DOMPET DHUAFA

Abstract

This study aims at looking into the motivation and learning strategies of students of Leadership Enrichment and Acceleration Program (LEAP) Dompet Dhuafa through the administration of the Motivated Strategies for Learning Questionnaire (MSLQ), an 81-items, self-report instrument designed to measure students’ motivational orientations and their use of different learning strategies. The MSLQ is divided into two broad categories which are a motivation section and a learning strategical section. The motivational orientation scale of this instrument is divided into six sub-scales namely intrinsic goal orientation, extrinsic goal orientation, task values, control of learning beliefs, self-efficacy for learning and performance, and test anxiety. The learning strategies scales are divided into nine sub-scales namely rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time/study environmental management, effort regulation, peer learning, and help seeking. The questionnaire was administered to 24 students of LEAP class and the data analysis used the Rasch Measurement Model. The finding of this study is expected to be the subject of discussion in the development of learning design for the next LEAP in Dompet Dhuafa.