EXPERIENCE FLOW: PHENOMENOLOGICAL STUDY ON HIGH SCHOOL HIGH ACHIEVERS IN REMOTE AREAS
Nurul Hidayah* and Alim Akbar Anwar*
Indonesia is entering its demographic dividend period, thus high-quality education is essential. PISA assessment results indicate low literacy, numeracy, and higher-order thinking skills, particularly among senior high school students in Indonesia. Enjoyable learning is required for students to achieve optimal learning conditions that can impact their academic performance. The psychological state when students experience optimal performance in learning is called academic flow, characterized by focus (absorption), enjoyment (feeling happy about learning), and intrinsic motivation (sustained motivation from within). Senior high school students from remote areas but with high flow levels need to be understood psychologically to serve as a model for other senior high school students. The aim of this research is to understand the psychological dynamics and factors influencing students in achieving flow experiences. The study uses a qualitative phenomenological approach. Six high-achieving senior high school students from remote areas were selected based on criterion sampling. Data collection methods used focus group discussions. Data analysis was conducted using content analysis and research credibility through member check techniques. The research results indicate that high-performing senior high school students in remote areas feel happy and focused during their studies, but their motivation is not entirely intrinsic; it is significantly influenced by supportive facilities, engaging teaching methods, and recognition from peers and teachers.
Keywords: remote areas, academic flow, high-performing students
1. Introduction
Since 2012 until 2035, Indonesia is projected to enter a demographic dividend period with its peak between 2020-2030, characterized by a very large proportion of productive-age population (Badan Pusat Statistik, 2022). The quality of human resources presents a significant challenge, especially in the face of global dynamics. The future workforce requires competencies that go beyond technical knowledge, including creativity, collaboration, and mastery of technology (World Economic Forum, 2025).
Unfortunately, the Indonesian education system still faces various quality issues, such as low literacy and numeracy skills, and a lack of higher-order thinking skills. The Sustainable Development Goals (SDGs) for education in Indonesia also target the enhancement of universal literacy and numeracy skills (National Development Planning Agency, 2024). The results of the Programme for International Student Assessment (PISA), initiated by the Organisation for Economic Co-operation and Development (OECD) in 2022,
*Universitas Ahmad Dahlan, Indonesia.
show that 99% of Indonesian students can only answer questions at level 1-3, which are considered lower order thinking skills (LOTS), and less than 1% can answer questions at level 4-6, which are higher order thinking skills (HOTS) (Organisation for Economic Co-operation and Development, 2024).
When students experience feelings of happiness, they have achieved academic flow in learning, which in the context of learning is called academic flow. Flow is a psychological state when someone feels efficient cognitive performance, motivated, and happy. This situation refers to a very pleasant feeling when someone is engaged in an activity that requires involvement, concentration, and total enjoyment during the activity. Flow is a moment of great joy, an extraordinary pleasure, when someone is involved in a difficult problem in their respective field, which demands that they exert all their skills, efforts, and resources to the limits or even beyond (Putri, 2016). Flow is an optimal experience related to certain activities when people are truly focused and can enjoy them intensely. In the context of learning, students in a flow state not only experience profound joy, but they also lose track of time and forget themselves completely as they become deeply engrossed in what they are doing. They feel extremely happy when they are absorbed in activities that are generally tiring (Akutsu, 2020).
There are three aspects of flow in learning: (1) absorption, shown by a focus on the activity or a lack of easy fatigue, (2) enjoyment, evident from the feeling of happiness when engaging in learning activities; and (3) intrinsic motivation, seen in the continuous engagement in activities without quickly becoming bored (Shernoff, 2003; Bakker, 2005). Students with high levels of flow will exhibit creativity, self-confidence, good concentration, and internal motivation to learn (Fullan, Quinn, & McEachen, 2017). Creating a flow state can have positive impacts by reducing procrastination (Hidayati & Aulia, 2019; Aini & Fahriza, 2020) and enhancing learning performance and student happiness (Steel, 2007; Pradana & Putri, 2019).
A number of factors that trigger flow originate from individual and environmental factors. Individual factors include abilities or traits that individuals possess to perform an activity, such as self-efficacy, optimism, self-regulated learning, school well-being, academic competence perception, task commitment, religiosity, and academic stress (Alfarabi, Putri, & Tri, 2017; Wati & Firman, 2018; Emmers, 2020; Novitasari, Hidayati, & Setyowati, 2020; Budiani, Pandjaitan, & Yuwanto, 2021; Hastiana & Hidayah, 2021; Paryontri, Affandi, & Suprapti, 2021; Rochmawati & Nastiti, 2022; Scholten, Dewi, & Mansyur, 2022). Environmental factors are related to the task challenges given to individuals, classroom climate, and social support (Emmers, 2020; Novitasari, Hidayati, & Setyowati, 2020; Budiani, Pandjaitan, & Yuwanto, 2021; Hastiana & Hidayah, 2021; Nastiti & Cahyani, 2022).
Limited access to quality education has the potential to hinder students from achieving a flow experience. This study focuses on vulnerable groups, namely senior high school students in the Pangkajene and Kepulauan Regency of South Sulawesi Province, Indonesia, categorized as a remote area. The first vulnerability is that senior high school students are approaching the end of their compulsory education and are preparing to enter higher education or the workforce. Lifecycle crises are also likely to be experienced by students during the transition from secondary to tertiary education, thus requiring social adjustment skills (Santrock, 2019). The second vulnerability is that students in remote areas have limited access to adequate educational resources.
Research on academic flow has been conducted at various educational levels using quantitative survey approaches (Wati & Firman, 2018; Emmers, 2020; Paryontri, Affandi, & Suprapti, 2021; Scholten, Rochmawati & Nastiti, 2022; Dewi, & Mansyur, 2022) and quantitative experimental approaches (Adiyansah, Hidayah, & Safaria, 2019; Markamad & Khuzaemah, 2019). This study uses a qualitative approach, while qualitative research on academic flow is still limited; for example, a case study on the experience of flow in learning (Purwantini, 2017). The novelty of this research lies in the selection of research samples categorized as vulnerable groups. The aim of the research is to deeply explore the experiences of high-achieving students who have achieved flow, which is also a novelty of this research. High-achieving high school students who have shown high levels of flow need to be understood psychologically to serve as a model for high school students in general in achieving flow experiences.
2. Method
Penelitian ini menggunakan pendekatan kualitatif fenomenologi, yaitu suatu pendekatan penelitian yang bertujuan untuk memahami pengalaman subjektif individu (Creswell, 2013). Dalam penelitian ini, peneliti berusaha menggali makna dan pemahaman siswa terhadap fenomena pengalaman flow dalam pembelajaran
This research uses a qualitative phenomenological approach, which aims to understand the subjective experiences of individuals (Creswell, 2013). In this study, the researcher sought to uncover the meaning and understanding of students regarding the phenomenon of flow experience in learning..
The research informants were six high-achieving high school students from a remote area in South Sulawesi Province. The sampling technique used criterion sampling, which involves selecting samples based on specified criteria (Poerwandari, 2013), namely having a high academic flow level based on the Academic Flow Scale from Hastiana & Hidayah (2021) and being willing to become research informants (verified through the completion of informed consent).
Data collection methods used focus group discussion (FGD). FGD is a qualitative in-depth method using a small, homogeneous group consisting of 6-12 people to discuss the research topic. FGD is effective for conducting in-depth exploration of a topic to gain understanding of how people make sense of a situation (Supratiknya, 2022).
The collected FGD data was transcribed verbatim, which is the process of converting audio or video recordings into text. The next step involves content analysis of the verbatim transcripts, a method of systematically and objectively analyzing communication to study the messages that are visible (Ahmad, 2018). In content analysis, the researcher strives to construct reality and understand its meaning, making this research highly attentive to processes, events, and authenticity (Ahmad, 2018).
The researcher used member check as an effort to achieve the credibility of this research. The researcher provided the results of the FGD for the informants to review again. The goal was to ensure the accuracy of the information obtained by the research compared to what the informants desired..
3. RESULTS
3.1 Overview of academic flow among high-achieving senior high school students in remote areas
3.1.1 Tugas yang setara menghasilkan rasa puas dalam belajar
3.1.1 Tasks that are equivalent produce satisfaction in learning
The informant felt happy and satisfied after completing a task that was equivalent to their ability.
Feeling calm and comfortable, they enjoyed it because they no longer had to search around (Informant 4)
Tugas yang sesuai dengan kemampuan saya pastinyalah senang rasanya kan dapat tugas sesuai dengan kemampuan, gampang dikerjakan (Informan 5).
It is certainly enjoyable to receive tasks that match my abilities, as they are easy to complete (Informant 5).
Ketika saya telah saya dapat mengerjakan atau menyelesaikan pelajaran tersebut saya merasa puas (Informan 6)
When I am able to complete or finish the lesson, I feel satisfied (Informant 6)..
3.1.2 Comfort in Learning Activities
The informants felt comfortable in learning supported by resources such as experienced teachers and good facilities, which greatly helped students in achieving learning comfort..
Like a well-equipped classroom and various others, it makes students comfortable to learn (Informant 1).
The better the facilities, the easier it becomes, thus making the learning process more enjoyable (Informant 4).
SUmber daya yang mencukupi dan memberikan layanan yang baik dalam mengajar, selain itu ada juga kayak fasilitas yang lengkap pada pembelajaran yang sangat mendukung proses pembelajaran (Informan 6).
Sufficient resources and good teaching services, in addition to comprehensive facilities during learning, greatly support the teaching process (Informant 6).
3.1.3 Hadirnya konsentrasi di kelas
3.1.3 Class concentration
Cara mengajar guru merupakan hal terpenting yang membantu siswa tetap berkonsentrasi di kelas
The teaching method is the most important factor that helps students maintain concentration in class..
Kalau gurunya asyik di kelas bisa fokus pelajaran. Tetapi kalau caranya mengajar membosankan banyak masuk pikiran lain (Informan 3).
If the teacher is engaged in class, the lesson can be focused on. However, if their teaching method is boring, many other thoughts will enter the mind (Informant 3).
Misalkan ada guru yang menjelaskan dengan datar, tidak ada tantangan yang diberikan kepada siswa kan kita tidak merasa nyaman (Informan 5).
For example, if a teacher explains in a flat manner without giving any challenges to the students, we do not feel comfortable (Informant 5).
Kalau saya konsentrasi itu naik turun di kelas. Tapi mostly itu dari metode pembelajaran guru. Jadi ada guru yang tahu pelajarannya sulit dan dikasih semacam ice breaking lah, supaya kita tidak terlalu kewalahan dengan pelajaran (Informan 6).
My concentration in class goes up and down, but mostly it depends on the teacher's teaching method. So, there are teachers who know the subject is difficult and provide some ice-breaking activities to prevent us from being overwhelmed by the lesson (Informant 6).
3.1.4 Hadirnya diri dalam pembelajaran
3.1.4 Presence in learning
Siswa berusaha menghadirkan diri maupun pikirannya saat dalam pembelajaran. Salah satu caranya yaitu dengan mengingat jasa atau kerja keras dari orangtua
Students try to be present both physically and mentally during learning. One way to do this is by remembering the efforts or hard work of their parents..
Untuk kembali sadar dalam suatu pelajaran itu tergantung kepada niat. Karena biasa itu kita kalau mau belajar dipikirkan lagi bagaimana orangtua kita untuk menyekolahkan kita di sekolah ini (Informan 1).
Being aware during a lesson depends on one's intention. Because when we want to study, we think again about how our parents sent us to this school (Informant 1).
Mungkin yang bikin saya sadar untuk hadir dalam pelajaran itu adalah kerja keras dari orangtua (Informan 3).
Perhaps what made me realize the importance of attending the lesson was the hard work of my parents (Informant 3).
Saya niat belajar karena dorongan orangtua, selain itu saya juga ingin menggapai cita-cita untuk kedepannya (Informan 5).
I study with the intention of fulfilling my parents' wishes, besides that, I also want to achieve my future aspirations (Informant 5).
3.1.5 Transformasi waktu
3.1.5 Time transformation
Informan merasakan adanya tranformasi waktu di dalam belajar, yakni merasa waktu berjalan dengan cepat saat sedang belajar. Hal ini dikarenakan informan merasa terbawa di dalam proses pembelajaran yang menyenangkan
The informant feels a sense of time transformation during learning, experiencing time passing quickly while studying. This is because the informant feels immersed in an enjoyable learning process..
Berdiskusi membuat senang, sehingga kita terbawa dalam suasana dan waktu terasa cepat (Informan 1).
Discussing brings joy, so we get carried away and time passes quickly (Informant 1).
Karena terbawa dengan diskusi sehingga lupa dengan waktu (Informan 4)
Because we get carried away by the discussion, we forget about the time (Informant 4).
Mengapa waktu itu cepat berlalu, karena pembelajaran yang menyenangkan (Informan 5)
Why did the time fly by, because the learning was enjoyable (Informant 5).
Waktu berlalu terasa cepat (Informan 6)
Time passed quickly (Informant 6).
3.1.6 Keberhasilan dalam belajar
3.1.6 Success in Learning
Makna sukses bagi informan yaitu ketika mereka mampu mengajarkan ilmu tersebut kepada teman-temannya yang belum paham pada pelajaran tersebut
The success for the informants means being able to teach that knowledge to their friends who don't understand the lesson..
Kurang lebih sama seperti tadi yang sudah disebutkan yang bisa diimplementasikan atau dibagikan dengan teman-teman yang kurang paham (Informan 4).
Approximately the same as what was mentioned earlier, which can be implemented or shared with friends who are less understanding (Informant 4).
Sukses menurut saya, ketika kita belajar dan ada teman yang tidak paham kita bisa ajarkan (Informan 5).
Success according to me is when we learn and there is a friend who doesn't understand, we can teach them (Informant 5).
3.1.7 Motivasi belajar
3.1.7 Learning Motivation
The informants' motivation in learning is to compete with others to achieve their aspirations..
If I think we should compete because it's not something I want to achieve myself (Informant 1).
Untuk membahagiakan orangtua (Informan 2).
To please the parents (Informant 2).
Maybe the first motivation for studying is for the future, the second for a career, and the third because of the hard work of the parents (Informant 3).
Motivation to learn, of course, stems from the desire for a better future and fulfilling aspirations, as well as parental encouragement (Informant 5).
So when competing with many people, it's like we stand out because we have a broader perspective. And we can gain privileges, like standing out in society (Informant 6).
3.1.8 Penerimaan umpan balik dari guru
3.1.8 Receiving feedback from teachers
Feedback is given by teachers to students when they achieve a specific milestone. Rewards in the form of applause, praise, and periodic recognition are provided. The impact of this feedback motivates students to strive for better results..
The teacher valued it, so when giving the problem, he saw his effort (Informant 2).
If the best of the best I mentioned is every month, once a month. Best academic, best sports, and so on (Informant 2).
If the praise feedback is given immediately when trying to attempt (Informant 6).
Next, the findings of the research on the student flow experience are summarized in Figure 1.
Image 1. High-Achieving Senior High School Student Immersive Academic Experience in Remote Areas.
32 Factors Affecting Academic Flow Among High-Achieving Senior High School Students in Remote Areas
3.2.1 Learning Infrastructure Support
Among the factors affecting flow in the classroom, there is good infrastructure or facilities in the school or classroom environment..
Complete facilities greatly support the learning process. There are laboratories and other facilities (Informant 6).
Comfortable, as the facilities are already sufficient (Informant 4).
Karena kalau fasilitas lengkap itu bisa sangat membantu kita (Informan 1).
Because if the facilities are complete, it can be very helpful for us (Informant 1).
3.2.2 Metode pembelajaran yang menarik
3.2.2 Learning methods that are engaging
Informan merasa terdorong bahkan tertantang dalam belajar ketika metode pembelajarannya dikemas dalam metode yang menarik
Informants felt motivated and even challenged in learning when the teaching methods were packaged in an engaging manner..
Diberi jeda bermain atau ice breaking tersebut. Dengan pola tersebut, konsentrasi kita jadi meningkat (Informan 6).
Given the playtime or ice-breaking session. With this pattern, our concentration improved (Informant 6).
Guru menjelaskan dengan teori, contoh, dan cara kerjanya jelas (Informan 5).
The teacher explained with theories, examples, and clearly demonstrated how it works (Informant 5).
Kalau cara menjelaskannya lumayan bagus kita juga ada dorongan untuk mengerjakan dan kita lebih tertantang (Informan 1).
If the explanation was good, we also felt motivated to work on it and were more challenged (Informant 1).
3.2.3 Memeroleh penghargaan dari orang tua
3.2.3 Receiving recognition from parents
Pengakuan dari orangtua adalah salah satu faktor yang membuat informan untuk belajar dengan sebaik mungkin. Informan ingin membuat kedua orangtuanya bangga dengan hasil yang ia dapatkan
Acknowledgment from parents is one of the factors that motivates the informant to learn as well as possible. The informant wants to make both of their parents proud of the results they achieve..
If they succeed in achieving what they want, their parents will also be happy and will tell others that they have a child as capable as this, so it was not in vain that they were born (Informant 2).
I can learn a wide range of knowledge and if we compete with many people, it's like we are outstanding because we have a lot of knowledge. We can also gain special privileges, such as being outstanding in society (Informant 6).
Schematically, the findings of the research related to the factors influencing the academic flow experience of informants are summarized in Figure 2.
Figure 2. Factors Influencing Academic Flow of High-Achieving Senior High School Students in Remote Areas.
4. Pembahasan
4. DISCUSSION
Research findings indicate that equivalent tasks generate satisfaction in learning. Students explain that receiving tasks that match their abilities significantly affects the feelings that arise when completing tasks. The feelings that arise while working on tasks include enjoyment and a sense of satisfaction. Students feel that their efforts are not in vain in learning, so their abilities flow naturally during task completion and feel easy to accomplish. This aligns with one aspect presented by Csikzentmihalyi (1990) that flow can occur when there is a balance between challenges and abilities. A balanced challenge and ability is important. Conversely, an activity will become boring when it is too easy or too difficult at the same time. The Study Demands–Resources (SD-R) theory is relevant for explaining this flow experience, as one of its propositions
Next, a good class makes students comfortable in their learning activities. Comfort in learning is also shown by students that better facilities make it easier for students to learn and make them happy in the learning process. In line with this, according to Hayani & Januarji (2019), facilities or infrastructure are one of the most important components because they are capable of helping the smoothness and comfort of students in the learning process at school. If facilities are not met, students will have difficulty in carrying out their learning activities.
Students can concentrate during classroom learning when taught with engaging methods. If the teacher explains in a flat manner, students feel less challenged in their learning. Another point is the use of ice-breaking activities to enhance concentration in class. Students also mentioned that if the teacher presents the material in a boring way, it becomes difficult for them to concentrate. In line with this, according to Haryadi (2017), the use of edutainment teaching strategies is effective in improving concentration, as a happy mood and a sense of joy can lead to good concentration.
During the learning process, students are always present in the learning both physically and mentally. The strongest reason for students to attend learning is to impress their parents and achieve their aspirations. When following the learning, students remember the hard work of their parents who have funded them. This is part of the parents' economic capability that strengthens the students in attending class. Bramantha & Yulianto (2020) explain that parents' economic ability has an indirect relationship with the learning process in terms of motivating students to learn and can improve their learning outcomes.
During the learning process, students certainly experience the duration of their learning. Students feel that the time passes without them noticing because of the enjoyable learning atmosphere, causing them to be swept up in the learning process. Discussion is one of the enjoyable methods because it involves the exchange of information, so what students initially did not know becomes something new to them. According to Novelyya (2019), a high level of curiosity can increase students' learning activities. Conversely, students who perceive certain subjects as relatively difficult will form negative impressions on their learning motivation and academic adjustment (Lestari & Bastari, 2024).
The meaning of the success of this learning is described by the students as helping their classmates who are not understanding a certain problem in learning, known as the cooperative learning model. Trianto (2007) proposed that the cooperative learning model can increase student learning activity by exchanging ideas, helping, and working together if a classmate is experiencing difficulties. Cooperative learning can enhance student learning motivation, activity, and learning outcomes. The research by Kristanti & Sari (2021) explains that there is a positive relationship between achievement motivation and social support with academic flow. The higher the student's achievement motivation and the social support received by the student, the more it will help the student in achieving high academic flow.
Motivasi belajar pada siswa didasari oleh beberapa alasan, di antaranya siswa ingin menggapai cita–citanya, karena menurut siswa banyak orang menginginkan cita–cita yang sama seperti dirinya. Siswa yang mempunyai motivasi akan melakukan pekerjaannya secara bertanggung jawab karena ingin menggapai keberhasilan dan terhindar dari kegagalan (Prihandrijani, 2016). Adanya dukungan sosial dari orangtua juga membuat siswa merasa didukung dan membuat terasa nyaman dalam belajar sehingga siswa akan termotivasi dalam belajar dan bertanggung jawab terhadap tugas tugasnya (Prihandrijani, 2016).
Motivation to study among students is based on several reasons, including the desire to achieve their aspirations, as students believe many people share similar aspirations. Students with motivation will perform their tasks responsibly because they want to achieve success and avoid failure (Prihandrijani, 2016). The social support from parents also makes students feel supported and comfortable in learning, thus motivating them to study and take responsibility for their assignments (Prihandrijani, 2016).
Dalam proses pembelajaran terdapat pemberian feedback berupa pujian, tepuk tangan, dan pemberian reward rutin bagi para siswa yang memiliki hasil belajar yang baik. Pemberian feedback tersebut memiliki dampak positif bagi para siswa karena siswa berusaha mempertahankan bahkan meningkatkan hasil belajarnya. Sejalan dengan hal tersebut, menurut penelitian Raihan (2019) reward dan punishment mampu menjadikan siswa termotivasi dalam proses pembelajaran. Para siswa SMA mengalami peningkatan perhatian terhadap pelajaran, keyakinan siswa dalam mengerjakan tugas, kepuasan dalam pembelajaran, serta mampu menentukan perbuatan yang harus dilakukan. Agar dapat menikmati pembelajaran, siswa harus menerima informasi tentang kemajuan belajarnya. Awalnya umpan balik harus datang dari luar tetapi pada akhirnya siswa perlu memberikan umpan balik kepada diri mereka sendiri (Csikszentmihalyi, 2014)
During the learning process, feedback in the form of praise, clapping, and routine rewards are given to students who have good learning outcomes. This feedback has a positive impact on the students as they strive to maintain and even improve their learning outcomes. In line with this, according to Raihan's (2019) research, rewards and punishments can motivate students in the learning process. High school students experience an increase in attention towards lessons, confidence in completing tasks, satisfaction in learning, and are able to determine the actions they should take. To enjoy learning, students must receive information about their learning progress. Initially, feedback should come from outside, but ultimately, students need to give feedback to themselves (Csikszentmihalyi, 2014).
Di lingkungan sekolah terdapat fasilitas–fasilitas yang menunjang proses pembelajaran. Fasilitas yang ada di dalam kelas yaitu adanya meja dan kursi perseorangan, papan tulis kaca, dan adanya pendingin ruangan atau AC. Pada luar kelas terdapat fasilitas pendukung lainnya berupa perpustakaan, laboratorium sains, laboratorium komputer, dan laboratorium kewirausahaan. Para siswa mengemukakan bahwa dengan adanya fasilitas tersebut membuat siswa nyaman dalam belajar. Penilaian siswa terhadap kondisi fisik lingkungan di sekolahnya secara subjekif dikenal dengan istilah school well being (Konu & Rimpela, 2002). Menurut Paryontri dkk., (2021) school well being sangat berkaitan dengan flow akademik yang meliputi ketertarikan terhadap diri sendiri, determinasi diri, dan ketertarikan terhadap sekolahnya. Satici (2020) mengemukakan bahwa lingkungan yang aman mempunyai dampak terhadap perkembangan yang baik pada siswa, sehingga siswa menjadi berkembang, tumbuh secara baik, dan mampu mengeluarkan potensi yang ia miliki.
In the school environment, there are facilities that support the learning process. Classroom facilities include individual desks and chairs, a glass chalkboard, and air conditioning. Outside the classroom, there are other supporting facilities such as a library, science laboratory, computer laboratory, and entrepreneurship laboratory. Students have stated that the presence of these facilities makes them comfortable in their learning. Student evaluations of the physical conditions of their school environment subjectively are known as school well-being (Konu & Rimpela, 2002). According to Paryontri et al. (2021), school well-being is closely related to academic flow, which includes self-interest, self-determination, and interest in their school. Satici (2020) argues that a safe environment has an impact on the good development of students, so they develop, grow well, and are able to unleash their potential.
Metode pembelajaran mempunyai peranan penting yang dapat mempengaruhi flow akademik pada siswa. Menurut para siswa metode yang paling menyenangkan ialah metode diskusi, karena di dalamnya terdapat proses pertukaran informasi dan membuat para siswa banyak mendapatkan informasi baru sehingga ketika diskusi berlangung waktu atau durasi pembelajaran terasa lebih cepat. Hasil riset Liu, Zhang, et al. (2023) menunjukkan bahwa desain pembelajaran yang menyenangkan mendorong pengalaman flow siswa. Hasil penelitian Pebriani dan Rosiana (2015) menunjukkan bahwa metode pembelajaran dengan berdiskusi kelompok kecil merupakan metode yang paling efektif dibandingkan dengan metode ceramah sekaligus tanya jawab dan metode ujian karena memiliki rata–rata tingkat flow tertinggi. Dukungan sosial yang didapatkan para siswa dari orang–orang di sekitarnya menjadi faktor penting. Terpenuhinya kebutuhan akan dukungan sosial berupa penghargaan mendorong proses keberhasilan belajar bagi siswa. Para siswa menyatakan bahwa ketika subjek belajar bersungguh–sungguh dan mencapai apa yang diinginkan maka orangtua akan membanggakan dalam bentuk memberikan pengakuan kepada anaknya sebagai bentuk penghargaan
Learning methods play a crucial role in influencing the academic flow of students. According to students, the most enjoyable method is the discussion method, as it involves the exchange of information and allows students to gain new information, making the learning time feel faster during discussions. The research by Liu, Zhang, et al. (2023) shows that enjoyable learning designs promote students' flow experiences. The study by Pebriani and Rosiana (2015) indicates that group discussion methods are the most effective compared to lecture and question-and-answer and test methods, as they have the highest average flow level. The social support received by students from those around them is a crucial factor in fulfilling the need for social support, which includes recognition. Students state that when they study diligently and achieve what they desire, their parents will express pride by acknowledging and praising their children as a form of recognition..
Apart from parental recognition, the subject also receives acknowledgment from the community when the subject achieves positive results. According to Diniaty (2017), students who receive support from their parents will become better, more diligent, optimistic, enthusiastic, and happy in their studies.
5. CONCLUSION
Based on the research findings, it can be concluded that senior high school students from remote areas feel happy and focused in their studies, but they are not entirely motivated by intrinsic motivation. The primary motivation for trying to enjoy learning is the desire to achieve their goals and to please their parents. As for the factors influencing the occurrence of academic flow, they include good facilities, an engaging teaching method, and also recognition from others. The flow experienced by high-achieving senior high school students from remote areas is situational, occurring only under certain conditions and still influenced by external factors..
Acknowledgement
Thank you to Ahmad Dahlan University for providing support in this research.
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