Understanding Students’ Self-Management Skills at State Islamic University in Indonesia

• Published in: Qualitative report Vol. 26; no. 7; pp. 0_1 - 2346
• Main Authors: Muluk, Safrul, Akmal, Saiful, Andriana, Desi, Habiburrahim, Habiburrahim, Safrul, Muhammad
• Format: Journal Article
• Language: English
• Published: Fort Lauderdale The Qualitative Report 01.07.2021
• Subjects: Academic achievement; College students; Educational attainment; Educational Researchers; English language; Goal setting; Grades (Scholastic); Islam; Learning; Learning Processes; Learning Strategies; Management; Managerial skills; Motivation; Public administration; Qualitative research; Skills; Strategies; Students; Teaching Methods; Time management; Time use; Indonesia
• ISSN: 2160-3715; 1052-0147; 2160-3715
• DOI: 10.46743/2160-3715/2021.4817

The success of students in undertaking their studies depends, among others, on their ability to manage and organize their activities and time. This qualitative research examined students’ self-management skills in the English Language Education Department, Ar-Raniry State Islamic University, Aceh, Indonesia. We looked at students’ motivational and behavioral strategies and scrutinized their time management, emotion, effort, and social and learning environments, and the impacts on their academic performance and social involvement. Three areas closely related to students’ self-management skills, namely academic achievement, academic awards, and social involvements were explored to understand factors contributing to their achievement. To gather the data, the researchers used the semi-structured interview with five female students from the 2017/2018 cohort, selected by using purposive sampling with certain criteria, such as their GPA, TOEFL score, and social involvements. These criteria were imposed to distinguish high-achiever students from the average one. Findings showed that students with outstanding management skills adopt motivational and behavioral strategies in their daily lives. Setting goals, finding relevant activities (worshipping, writing, and reading) were mentioned as motivational strategies; while prioritizing, self-observing, as well adaptation to the surrounding environment were crucial in their behavioral strategies. They also practiced positive and supportive illustrations in developing a good self-management system, such as setting up and executing academic priorities and evaluating how activities were done.