Pengaruh Video Motivasi Berbasis Figur Inspiratif terhadap Academic Self-Confidence pada Mahasiswa
DOI:
https://doi.org/10.37481/jmh.v6i3.2179Keywords:
Academic Self-Confidence, Motivational Video, Inspirational Figures, Experimental Design, University StudentsAbstract
Academic self-confidence plays an important role in students' academic achievement, learning motivation, and classroom engagement. Although previous studies have widely examined instructional videos as learning media, empirical evidence regarding the effectiveness of inspirational figure-based motivational videos as a psychological intervention to enhance academic self-confidence remains limited, particularly within Indonesian higher education. This study aimed to investigate the effect of inspirational figure-based motivational videos on students' academic self-confidence. A quantitative experimental approach employing a pretest-posttest control group design was conducted with 30 undergraduate students who were randomly assigned to an experimental group (n = 15) and a control group (n = 15). Academic self-confidence was assessed using the Academic Confidence Scale (ACS), and the data were analyzed using paired-sample and independent-sample t-tests. The findings revealed a significant improvement in academic self-confidence among students who received the motivational video intervention (t = −3.70, p = .002), whereas no significant change was observed in the control group (t = −0.550, p = .591). Furthermore, the experimental group achieved significantly higher posttest scores than the control group (t = 2.32, p = .028). These findings indicate that inspirational figure-based motivational videos can serve as an effective digital intervention for strengthening students' academic self-confidence in higher education.
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