Understanding the Motivation of Final-Year Students in Thesis Completion: Evidence from the Physics Education Department, University of Jambi

Abstract

This study aims to descriptively analyze the motivation of final-year students in completing their undergraduate thesis in the Physics Education Study Program at the University of Jambi. The research employed a qualitative descriptive design supported by descriptive statistical analysis. Data were collected through semi-structured interviews and questionnaires administered to purposively selected final-year students. Interview data were analyzed thematically using NVivo, while questionnaire results were processed through percentage and frequency analyses to identify motivational trends. The findings reveal that the majority of students exhibit a high level of motivation, with 46.4% categorized as Good and 21.4% as Very Good, while only a small proportion demonstrated low motivation. Student motivation was classified into two types: extrinsic motivation, which includes academic achievement, career development, social recognition, family support, and external pressure; and intrinsic motivation, which involves personal commitment, passion for the field of study, and the desire to face academic challenges. Further analysis indicated that goal orientation and perseverance have a positive and significant effect on the quality and productivity of students’ research. These findings suggest that a combination of intrinsic and extrinsic motivation plays a crucial role in maintaining consistency and ensuring the successful completion of undergraduate theses. The study contributes to the development of mentoring strategies and institutional policies aimed at strengthening students’ goal orientation and perseverance to improve the quality of final research outcomes.