Motivasi Dalam Layanan Bimbingan Seleksi CPNS dan PPPK: Studi Terhadap Peserta Bimbel Dewasa

Ahmad Safrudin; Wahyu Citra Kurniasari; Hatfina Nisfu Rokhmati; Lucia Rini Sugiarti; Fendy Suhariadi

doi:10.33394/jtni.v11i2.17070

Authors

Ahmad Safrudin Universitas Semarang, Indonesia
Wahyu Citra Kurniasari Universitas Semarang, Indonesia
Hatfina Nisfu Rokhmati Universitas Semarang, Indonesia
Lucia Rini Sugiarti Universitas Semarang, Indonesia
Fendy Suhariadi Universitas Semarang, Indonesia

DOI:

https://doi.org/10.33394/jtni.v11i2.17070

Keywords:

Adult Motivation, Learning Center, CPNS, PPPK, Narrative , Motivasi Dewasa, Bimbingan Belajar, CPNS, PPPK, Naratif

Abstract

Abstract. This study aims to understand how adult learners interpret their learning motivation while attending preparatory courses for CPNS and PPPK selection. Using a qualitative narrative approach, data were collected through in-depth interviews with three primary informants (with varied outcomes) and three supporting informants. Thematic analysis revealed that their motivation was not merely academic but rooted in existential processes, such as preserving self-worth, rebuilding hope, and resisting social pressure. The prep class was perceived as a safe space that provided new meaning to their struggles and personal identity. These findings extend the application of Self-Determination Theory by emphasizing that autonomy, competence, and social relatedness can emerge under non-ideal conditions through emotional support, personal reflection, and peer learning. This study contributes to educational psychology by highlighting the need for empathetic approaches in fostering adult learning motivation within nonformal education.

Abstrak. Penelitian ini bertujuan untuk memahami bagaimana peserta dewasa memaknai motivasi belajar mereka dalam mengikuti layanan bimbingan seleksi CPNS dan PPPK. Dengan menggunakan pendekatan kualitatif desain naratif, data diperoleh melalui wawancara mendalam terhadap tiga informan utama (dengan hasil yang beragam) dan tiga informan pendukung. Hasil analisis tematik menunjukkan bahwa motivasi peserta tidak sekadar bertujuan akademik, tetapi juga berakar pada proses eksistensial, seperti mempertahankan harga diri, membangun ulang harapan, dan melawan tekanan sosial. Bimbingan belajar dipandang sebagai ruang aman yang memberi makna baru terhadap perjuangan dan identitas diri. Temuan ini memperluas penerapan Self-Determination Theory dengan menekankan bahwa otonomi, kompetensi, dan keterhubungan sosial dapat tumbuh dalam kondisi tidak ideal melalui dukungan emosional, refleksi personal, dan komunitas belajar. Penelitian ini berkontribusi pada psikologi pendidikan dengan menegaskan perlunya pendekatan empatik dalam mendukung motivasi belajar peserta dewasa di Pendidikan nonformal.

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