Combating Learning Loss: How do Students Engage Cognitively and Affectively in Online-Based Academic Activities?

Education is confronted with the issue of learning loss during the pandemic, although cognitive and affective engagement in online academic activities can serve as a countermeasure. This research examines how students' cognitive and affective engagement in tasks is associated with online academic activity. This quantitative study, conducted on 208 students at private universities in Jakarta, employs an observational technique and an explanatory design. This study aims to determine the adequacy of the measuring model and its structural models used to examine the link between intrinsic motivation components. The research findings indicate that students' cognitive and affective engagement is on track, as determined by their task persistence which can be established through effort and performance review when completing activities. Evaluating effort and performance begins with self-awareness as a foundation for orientation and commitment. This study paves the way for further investigation of other findings that indicate the need to allocate and optimize time for academic activities while also educating and encouraging students' persistence. Without tremendous effort and evaluation on the part of students, time on task in virtual online learning can result in low-quality performance. These findings should inspire the teacher to create a lesson plan that engages students by considering the fundamental components of learning, such as the students' characteristics and backgrounds.