Abstract
This study examined the learning motivation dimensions under the new learning system using exploratory mixed method design. The exploratory sequential mixed method design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative phase of data collection analysis, with a final phase of integration or linking of data from two separate strands of data. More specifically, it aimed to construct, develop and evaluate the learning motivation dimensions under the new learning system scale. In the qualitative phase, there were seven students who participated in the in-depth interview and ten students participated in the focus group discussion. There were three themes that emerged from the interview that put emphasis on flexible learning, exploratory learning, and learning independence. A 30-item new approaches of teaching scale was also constructed based from the results of the interview, which was subjected to the quantitative phase. In the quantitative phase, 200 questionnaire responses were analyze for exploratory factor analysis (EFA). Results showed three underlying learning motivation dimensions under the new learning system A total of three themes on the learning motivation dimensions under the new learning system questionnaire was developed which are flexible learning with a total of ten items, exploratory learning with a total of five items, learning independence with a total of seven items, and active learning with a total of four items and the overall the scale has a total of 26-item questionnaire. This study recommended that one way to enhance students' learning motivation in the new normal is to provide them with opportunities to actively participate in the learning process through interactive and engaging activities. Additionally, incorporating student choice and personalization in the learning experience can also help increase their motivation and investment in their own learning.