Learning is the process of interaction between students and educators involving instructional materials, delivery methods, learning strategies, and learning resources within a learning environment. The success of the teaching and learning process can be measured by the extent to which learning objectives are achieved. When these objectives are met, it indicates that the teacher has been successful in delivering instruction. Therefore, the effectiveness of the learning process is determined by the quality of interaction among these components [1]. One of the factors that influence students’ success in learning is learning motivation. Motivation is a desire, drive, or need that leads an individual to take action actively in order to achieve a goal. Learning motivation refers to the internal force that moves a student to engage in learning activities to reach desired objectives. It plays a crucial role in encouraging students to strive for academic achievement, where reaching such achievement requires self-directed actions and consistent effort [2].

The learning process is not limited to teaching activities conducted by teachers, but also encompasses the learning experiences of students, whether through direct (practical) or indirect (theoretical) methods. Learning can also involve various methods, strategies, and media that are adapted to the students’ conditions and the goals to be achieved. Through learning, individuals are guided toward a better life and away from misguidance, as explained in the Qur'an, Surah Al-Mujadila, Verse 11.

يٰٓاَيُّهَا الَّذِيْنَ اٰمَنُوْٓا اِذَا قِيْلَ لَكُمْ تَفَسَّحُوْا فِى الْمَجٰلِسِ فَافْسَحُوْا يَفْسَحِ اللّٰهُ لَكُمْۚ وَاِذَا قِيْلَ انْشُزُوْا فَانْشُزُوْا يَرْفَعِ اللّٰهُ الَّذِيْنَ اٰمَنُوْا مِنْكُمْۙ وَالَّذِيْنَ اُوْتُوا الْعِلْمَ دَرَجٰتٍۗ وَاللّٰهُ بِمَا تَعْمَلُوْنَ خَبِيْرٌ

"Meaning: 'O you who have believed, when it is said to you, "Make room in assemblies," then make room; Allah will make room for you. And when it is said, "Arise," then arise; Allah will raise those who have believed among you and those who were given knowledge, by degrees. And Allah is All-Aware of what you do."

Surah Al-Mujadila verse 11 explains that in the same verse, Allah SWT emphasizes the importance of becoming a knowledgeable person. Quoted from the book Antara Perut & Etos Kerja dalam Perspektif Islam by Thohir Luth, Allah SWT explicitly honors those who possess knowledge by raising their rank to the same noble level as those who have faith. The command to make room when asked to do so in an assembly signifies respect for those who possess and seek knowledge. This verse relates to the obligation of learning and teaching, as well as the methods involved. In this verse, Allah SWT commands—meaning obligates—Prophet Muhammad (peace be upon him) and his followers to learn and teach using appropriate educational methods. It teaches the Muslim community that in conveying truth—whether in preaching or teaching—it must be done wisely, through kind words and good behavior. If disagreements arise, they must be addressed calmly, patiently, and politely, without resorting to violence.

One of the factors that influence students' success in learning is their learning motivation. Learning motivation is one of the essential components that must be present within students, as it serves as the driving force and enthusiasm that encourages them to engage in the learning process. When students possess strong learning motivation, it positively influences their learning activities and outcomes [3]. Learning motivation is essential for every student, whether it originates from within the student (internal) or from external sources [4]. According to Winkel, learning motivation is the driving force within students that encourages learning activities, ensures the continuity of those activities, and provides direction to them so that students can achieve their goals [5]. In a learning process, it is not only the teacher who must have the motivation to support the learning process, but students also play an important role in it [6]. Learners who are motivated to study a particular topic are more likely to engage in various activities believed to support their learning, such as paying close attention during lessons, memorizing required materials, taking notes to facilitate future study sessions, and seeking help when they do not understand the material. In contrast, learners who lack motivation tend to approach learning less systematically than their motivated peers [7].

Motivation refers to certain conditions or a series of factors that drive a person to be willing and eager to do something. If the person dislikes the activity, they will make an effort to eliminate or avoid that feeling of dislike [8]. On the other hand, many students are driven by extrinsic motivation, meaning their desire to learn is heavily influenced by external factors. Unfortunately, this type of motivation is more commonly found, especially among children and adolescents during the learning process. Student motivation plays a crucial role in determining success in learning [9]. The level of motivation can determine the intensity of a person's effort or enthusiasm to engage in activities, and of course, the level of enthusiasm will determine the results achieved [10]. Learning motivation must be actively fostered within the students, and if obstacles arise, efforts should be made to minimize them. This way, the desired learning outcomes can be achieved optimally [11]. Motivated students tend to have higher perseverance, greater engagement, and better academic performance [12].

One of the factors that influence students' learning motivation is the presence of academic resilience. The term "resilience," when specifically explained in an academic context, is referred to as academic resilience. According to Cassidy, academic resilience is an individual's ability to enhance success in education despite facing challenging circumstances [13]. Resilience is one of the personal competencies that students must possess, as it is a personal quality needed to adapt to new environments and situations [14]. Academic resilience is a construct that refers to an individual's endurance and ability to overcome challenges posed by academic demands perceived as threatening, in order to enhance educational success, as reflected through cognitive, emotional, and behavioral responses [15]. Academic resilience refers to the fluctuating process by which students demonstrate their ability to recover from setbacks and gain strength and perseverance in facing difficult, challenging, obstructive, or hindering situations in their learning activities [16]. The low level of academic resilience often causes students to give up easily when faced with difficult assignments, challenging thesis revisions, or criticism from their academic supervisors [17]. The inability to cope with pressure also contributes to the increase in psychological disorders such as depression and anxiety [18].

In resilience, the presence of both risk factors and promotive factors is necessary, as they can help produce positive outcomes or reduce and avoid negative results [19]. However, human resilience in facing various pressures is often found to be suboptimal; many choose to surrender to their circumstances or even succumb to various mental or physical disorders [20]. Students with high resilience are better able to maintain their learning motivation and believe that various adverse situations can improve for the better [21]. There are various factors that are related to and can predict students' academic resilience, namely internal and external factors [22]. The success achieved by students in higher education is partly determined by their own level of resilience [23]. Students with low academic resilience are often influenced by factors such as their beliefs in their own abilities, their capacity to manage academic tasks, anxiety, and the completion of various academic demands [24]. Resilience is a crucial factor in student development, and counseling services play a vital role in supporting students' resilience [25]. The ability of resilience, in the form of toughness in facing uncontrollable situations and the capacity to recover by relying on one's own abilities [26]. Resilience, as explained by Setyowati, reflects an individual's capacity to face life’s challenges while maintaining physical and mental stability in order to live a healthy life [27]. In difficult situations, students must also be patient and avoid rushing when facing pressure or obstacles. Patience plays a role in emotional regulation, adaptive coping strategies, and resilience in dealing with stress [28].

Several previous studies have examined the relationship between academic resilience and learning motivation. A study conducted by Shengli Yang and Weirong Wang highlights that various socio-affective factors of academic resilience-such as peer relationships, high parental expectations, teacher attention and kindness-along with socio-economic factors (e.g., parental financial contributions to education, socio-economic status), and affective factors (such as anxiety, self-efficacy, motivation, and so on) can influence students’ academic achievement as well as policymakers’ decisions in providing appropriate learning contexts [29]. Furthermore, a study conducted by Ye Shengyao, Hashem Salarzadeh Jenatabadi, Ye Mengshi, Chen Minqin, Lin Xuefen, and Zaida Mustafa showed that students with higher levels of autonomy and academic motivation tend to exhibit better mental well-being in terms of resilience-related behaviors [30]. A study conducted by Yasuhiro Kotera highlights the importance of academic motivation; however, its relationship with key mental health constructs namely self-compassion and resilience still requires further evaluation [31].

However, very few studies have specifically explored the relationship between academic resilience and students' learning motivation, particularly in the Islamic Education (PAI) study program. Therefore, this research aims to assist students in preparing themselves to face complex and ongoing learning challenges in the future, while also providing more relevant insights for the development of educational policies and programs. This study contributes to the development of the PAI curriculum by emphasizing the importance of strengthening academic resilience to enhance students' learning motivation. The PAI curriculum should incorporate values of resilience, such as the ability to cope with pressure and maintain enthusiasm for learning amid challenges. These findings also encourage lecturers to take on the role of mentors who support students' character development and learning spirit, making PAI learning more relevant and effective.

This study was conducted on students of the Islamic Education (PAI) Study Program, class of 2022, at the State Islamic University (UIN) Raden Intan Lampung. The research took place during the even semester of the 2025 academic year at the university's main campus. The total population consisted of 414 active students. The focus of the study was to analyze the relationship between academic resilience and students' learning motivation within the context of higher education. The entire research process was carried out in stages, including instrument development, questionnaire validation, sample selection, distribution of questionnaires to respondents, and data analysis.

A quantitative approach was employed, using an ex post facto design with a correlational method. The ex post facto design was chosen because the researcher did not manipulate any variables, but instead examined relationships between variables that naturally occurred. The correlational method was used to determine the extent to which a relationship existed between the independent variable, academic resilience (X), and the dependent variable, learning motivation (Y). The primary objective was to identify whether a significant relationship existed between the two variables without any intervention or experimental treatment by the researcher.

The sample size was determined using Slovin’s formula with a margin of error of 10%, resulting in a sample of 81 students from a population of 414. The sampling technique employed was simple random sampling to ensure each member of the population had an equal chance of being selected. The research instruments consisted of closed-ended questionnaires, each comprising 20 items. The academic resilience questionnaire was developed based on five indicators: (1) personal competence, (2) trust in instincts and tolerance of negative emotions, (3) positive acceptance of change and secure relationships, (4) control, and (5) spirituality. Meanwhile, the learning motivation questionnaire was based on five indicators: (1) the desire and aspiration to succeed, (2) drive and need for learning, (3) future expectations and goals, (4) appreciation of learning, and (5) a conducive learning environment.

Before being used, both questionnaires underwent validity and reliability testing to ensure the quality of the instruments. The validity test results showed that out of 20 items on each questionnaire, only 9 items were declared valid based on the item-total correlation exceeding the critical value of the r-table. Furthermore, reliability testing was conducted using Cronbach’s Alpha method. The academic resilience questionnaire yielded a reliability coefficient of 0.741, while the learning motivation questionnaire scored 0.746. Both values exceeded the minimum threshold of 0.6, indicating that the instruments had good internal consistency and were reliable for data collection purposes. The tests used in this study include the Normality Test, Mann-Whitney Test, Homogeneity Test, Linearity Test, F-Test, T-Test, Heteroscedasticity Test, Coefficient of Determination Test, and Simple Regression Test. The data analysis in this study was conducted with the assistance of SPSS version 25.

A. RESULT

This research was conducted within the academic environment of UIN Raden Intan Lampung with the aim of examining the extent to which academic resilience correlates with students' learning motivation in the course on learning innovation. Prior to distributing the questionnaire to 414 students as the research sample, the instrument—namely, the academic resilience toward learning motivation questionnaire—was first tested on 30 students to ensure its validity and reliability.

The preliminary research I conducted at UIN Raden Intan Lampung found that both learning motivation and academic resilience are still relatively low.

This study makes a significant contribution to the field of education by highlighting the importance of academic resilience in influencing students’ learning motivation during the learning process. There are very few studies that specifically explore the relationship between academic resilience and students’ learning motivation, particularly in the Islamic Education Study Program (PAI). Therefore, this research fills an important gap in the literature by demonstrating that academic resilience has a significant influence on the learning motivation of PAI students.

However, this study was conducted at only one university, namely UIN Raden Intan Lampung, which may limit the generalizability of the findings to student populations at other universities with different characteristics. The research design used is non-experimental, so the relationship found between academic resilience and learning motivation is correlational in nature and cannot be used to draw causal conclusions.

These findings emphasize the importance of developing resilience skills as a strategy to enhance students’ learning motivation and academic achievement. Furthermore, the results of this study can serve as a basis for educational institutions to design support programs that strengthen academic resilience in order to improve student learning outcomes. For future research, it is recommended to use samples from multiple universities and to employ experimental or mixed methods. This approach aims to provide a clearer understanding of how academic resilience affects learning motivation and to identify other potential factors that may influence this relationship.

Acknowledgements

All praise and gratitude the author offers to the Almighty God for His grace and blessings, which have enabled the author to complete this scientific work. The author would also like to express heartfelt thanks to beloved parents for their unwavering prayers, support, and love; as well as to friends who have offered encouragement and assistance throughout the writing of this work. May this work be beneficial and serve as a meaningful contribution.