Unfolding the Inner Motivation of Students in Navigating Learning Fatigue during Hybrid Education

Aliah Bagus Purwakania Hasan

doi:10.55927/jeda.v4i4.492

Authors

Aliah Bagus Purwakania Hasan Universitas Al Azhar Indonesia

DOI:

https://doi.org/10.55927/jeda.v4i4.492

Keywords:

Inner Motivation, Students, Learning Fatigue, Hybrid Education

Abstract

This study explores the dynamics of internal motivation among university students experiencing learning fatigue in hybrid learning environments. Using a qualitative phenomenological approach, data were collected through in-depth interviews with six students from a university in Jakarta who reported experiencing hybrid-learning-related fatigue. Thematic analysis revealed that internal motivation is shaped by the interaction of personal goals, social support, and self-regulation in managing academic pressure. The findings show that although hybrid learning contributes to cognitive and emotional fatigue, students with strong intrinsic motivation are able to reinterpret these challenges as opportunities for self-development. The study concludes that understanding internal motivation is essential for designing psychopedagogical interventions that strengthen students’ mental resilience and support sustainable learning in flexible education systems.

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