Effect of Tacit Knowledge on Student Self-Determination in Indonesia: A Mixed-Methods Study

Abstract

This study was initiated in response to the condition of students’ low self-determination, which results in an inability to complete tasks well, a low achievement index, and even congestion and dropout. The research employed a mixed methodology with a concurrent embedded design and a selection without random assignment. The participants of this study were 406 undergraduate students in Indonesia, with 38 experimental and control participants, respectively. The self-determination instrument refers to the theory of Ryan and Deci, which was analyzed using the Rasch Model, and the effectiveness test used the Mann–Whitney U test. The results showed the impact of the identified regulation level that the focus of learning in higher education was successful in developing cognitive, affective, and psychomotor aspects but still needs to reach the development of students’ self-determination dimension. The tacit knowledge model has advantages in the learning process that can be attached to all courses that can produce useful output products.