Escolar Documentos
Profissional Documentos
Cultura Documentos
INTRODUCTION
1.1 Background
The learning process can be described using a variety of learning theory. In
addition, the process can also be described with attention to one important aspect,
namely the motivation of students. Teachers often worry by having students who
are intelligent but have assessed the achievements of the mediocre. In the learning
of the students seemed bored and lethargic, very little use of the mind to solve
problems presented in class, much less actively involved in the learning process.
One way to understand it is to analysis expressed by Romiszowski (1984), that the
low performance can be caused by various factors that comes from within and
from outside the student.
The success of learning is influenced by many factors coming from within and
outside ourselves. External factors such as the learning facilities, how to teach the
teacher, System feedback, and so on. The factors of the students include
intelligence, learning strategies, motivation and so forth. But in fact in a class,
students study or to receive all kinds of lessons delivered by the teacher. Therefore
teachers need pay attention to conditions of external call internal conditions study,
and students learn. So the importance of motivation, the type and nature of
motivation, and learning motivation enhancement effort really needs to be
understood.
1. Understanding motivation
The term motivation is derived from the Latin word movere means "moves".
Based on this understanding of the meaning of motivation being developed.
Wlodkowski (1985) describe motivation as a condition that cause or give rise to a
certain behavior and give direction and endurance (persistence at such behaviour.
Ames and Ames (1984) defined as a motivational perspective, owned a person
about himself and lingkunganya. For example, a student who believes that he has
the skills required to perform a task, will be motivated to do the task. This positive
self concept becomes its driving force for kemauannya.
Motivation can also be described as "objective to be achieved through a particular
behaviours" (Cropley, 1985). In this concept, students will be trying to achieve a
goal because it stimulated by benefits or advantages to be gained. The motivation
of the students reflected through perseverance that is not easily broken to achieve
success, although it was faced with various difficulties. Motivation is also shown
through the intensity of work in order to perform a task.
There are students in mental strength that became the driving force of the events.
Power mover comes from various sources. At the first event, the low student
motivation to become better after the students obtain the correct information. On
both occasions, the role of the teacher to raise the motivation of learning students
are very meaningful. In the third incident, self-motivated students classified as
high. So the questions arise such as:
The power of what being a move student learning?
How long is the influential power of dala learning activities?
The power can be kept?
Students learn because of her mental strength was driven by. Mental powers that
be desires, attention, willingness, and ideals. Mental strength that can be classified
as low, or high. There are educational psychologists call mental strength that
encourages the occurrence of such learning as a motivation to learn. In the
motivation of contained the presence of desires, hopes, needs, goals, objectives
and incentives. The State of the soul that are activate, directing, channeling, and
direct individual behavior and attitudes study (Koeswara, 1989; Siagian, 1989;
Schein, 1991; Biggs & Telfer, 1987)
There are three main components in motivation, namely:
The needs of the
Boost
The purpose of
A need occurs when individuals feel there is an imbalance between what he had
and that he expected. As an illustration, students felt that the results of his studies
is low, though it has a full lesson time. He felt he had enough time, but she is less
well arrange learning time. The use of learning time is not sufficient to obtain a
good study results, while it needs a good learning results. Therefore, students
change their ways of learning. The urge is a mental strength to perform activities
in order to meet expectations. The urge is a mental strength-oriented fulfilment of
hope or goal achievement. The goal-oriented impetus at the core motivation. As
an illustration, a grade three JUNIOR has hope to be accepted as the best high
school students in the city. Sisw atersebut low learning outcomes obtained in the
subjects of mathematics and SCIENCE in Deuteronomy months into one. Aware
of this, then the students take additional courses and learn more enterprising. In
Deuteronomy keduua results improve their learning. Aware of their learning
results improve, then the spirit of learning students become high. The goal is to be
achieved by an individual. The purpose of redirecting behavior, in this case the
behavior study. In the case of students taking courses and learning the high morale
suggest that aims at graduating JUNIOR HIGH SCHOOL with satisfactory grades
and received in high school that he wanted.
Maslow divided into five levels of needs, including:
Physiological needs
The need for a secure feeling
The needs of the social
The need for self-esteem, and
The need for self-actualization
Physiological needs with regard to basic necessities like food, clothing, Board.
The need for a sense of security regarding security, physical and psychological.
Social needs with regard to embodiment in the form accepted by the others, a
distinctive identity, a chance to go ahead, feel taken include possession of self-
esteem. The need for self-actualization with regard to individual needs to be
something that suits your ability.
In terms of encouragement, according to Hull motivation evolved to meet the
needs of the organism. Beside that it is also a system that allows the organism can
maintain his survival. The needs of an organism is the cause of the emergence of
encouragement, and encouragement will enable the behaviour returns the
physiological balance of the organism. The behaviour of the organism occurs
caused by a response from the organism, the organism's encouragement and
strengthening of the power of these two things. Hull did indeed emphasize
encouragement as motivation the prime mover's behavior, but later also did not
completely reject the presence of the influence factor in external factors. In this
incentives (reward or punishment) affect the intensity and quality of the behavior
of organisms.
In terms of goals, then the destination is the giver of direction on behavior. If the
destination trercapai then needs are met for "a while". If trepenuhi, then the needs
to be satisfied, and the mental impulse to do "suspended".
The old mental powers dala is along the individual task of human development.
According to Havighurst the development tasks include the infancy, students,
youth, young adulthood, middle age middle aged, and adulthood.
According to the Monks, mental strength or strength of motivation can be
maintained. The journey of human behavior, including the learning behaviors can
be strengthened and developed. According to the Monks, understand-understood
interaksionis understood the task of development, and emancipation theory
recognizes the importance of the maintenance of the strength of the motivation to
learn. A push from the inside or the mental strength and the influence of outside
influence on the advancement of the individual. The interaction of mental strength
and the luat lingkuan is determined by your responses and personal initiative of
principals (Monks, Knoers, Siti Rahayu, 1989, Koeswara; Biggs & Telfer; 1987).
1. Types of Motivation
The primary motivation is motivation which is based on the basic motifs. The
basic motives generally come in terms of biological, physical or human. Human
beings are creatures of berjasmani, so that his behavior was affected by instinct or
need jasmaninya. MC Dougall for example, argues that the behavior consists of
thoughts about subjective feelings, goals, and drive reach fulfillment. Instinctual
behavior can be activated, modified, triggered spontaneously, and can be
organised. Among the important instinct was to maintain, in search of food,
fleeing, groups, defend yourself, curiosity, build, and mating. (Koeswara, 1989;
Jalaluddin Rachman; 1991)
Another expert, Freud berbndapat that instinct has four characteristics, namely
pressure, sasaram, objects, and the source. Pressure is the force that motivates
individuals to behave. The greater the energy in instinct, then the pressure on
individuals. Instinctual goal is satisfaction or pleasure. Satisfaction is achieved,
when the energy pressure on instinct. According to Freud, energy work nourishes
physical balance. Instinct works throughout life. The change is the way the
gratification or objects of gratification. The behaviour of individuals who satisfy
the instinct can be directly or by pressing. The emphasis of the instinct does not
eliminate the energy. The emphasis of the instinctual nature of entry have to be
unconscious. Human behavior in such a complex, there is a discernible motivation
from natural sadarnya, da tone are derived from nature is not sadarnya (Koeswara,
1989; Sumadi Suryabrata, 1991).
A secondary motivation is motivation to learn.. This is different from the primary
motivation. As an illustration, a hungry person would be interested in food
without learning. For food that people have to work first. In order to work
properly, people have to learn to work. "working fine" is a secondary motivation.
When a person is working well, then he received a paycheck in the form of
money. Money is a secondary motivation boosters. Money is a common amplifier,
to keep people working well.
According to some experts, humans are social creatures. His behavior is not only
affected by biological factors but also social factors factor. Human behavior is
influenced by three important components such as the affective, cognitive, and
konatif. Affective component is the emotional aspects. The component consists of
social motives, attitudes, and emotions. The cognitive component is the
intellectual aspect associated with the knowledge. Konatif component is
associated with a will and a habit of acting (Jalaluddin Rachmat, 1991; Sumadi
Suryabrata, 1991).
Social motivation or a secondary motivation play an important role for human
life. Experts divide the secondary motivation according to different views. For
example, Thomas and Znaniecki classify secondary motivation into desires such
as follows:
Gain new experience
To get a response
Gain recognition
Gain a sense of security
The behavior is also affected by emotions. Emotions shows that there is a kind of
kegoncangan someone. The Kegoncangan accompanied the process of physical,
behavioural, and awareness. Emotions have a function as:
Generating energy for example, because dicemoohkan people into trying hard so
successful
Givers information on others, such a sad painted face in
Messenger in dealing with others, such as a vibrant speaker raises morale, and
Source of information about a person, such as the acquisition of healthy flavors
The behavior is also affected by the presence of knowledge yangdipercaya,
pengetauan the yangdipercaya is sometimes based on makes sense or not based on
common sense. Such knowledge may encourage the occurrence of behaviors. As
an illustration, people keep smoking with a different motivation. Anyone wants to
demonstrate virility, leisure, and others who want to evoke creativity, although
they are also aware of the dangers of cigarettes.
Oerilaku is also affected by habits and whims. Habitual behavior is settled, takes
place automatically. Most likely, such behavior is a result of learning. Willpower
is strong in goal action. The will of a person arising due to:
A strong desire to achieve goals
Knowledge about how to obtain the purpose
Energy and intelligence
The proper expenses to achieve goals
In other words, habits and one's willingness to raise the motives to behave. The
motivation of learning is reinforced by the existence of consciousness, emotions,
attitudes, habits, and willingness (Sumadu Suryabrata, 1991; Singgih Gunarsa,
1990; Monks, Konoers, Siti Rahayu, 1989).
2. nature of Motivation
The motivation of a person can be sourced from within yourself, which is famous
as the internal motivation, and someone from the outside is known as external
motivation.
In addition, it can also differentiate the motivation of these people and therefore
glad to do it. As an illustration, a student reading a book, because he wanted to
learn the story of the character, not because of school. Motivation indeed push
continues, and energize on behaviour. After the student completes a book, then he
is looking for another book, in this case, the motivation of these has led to the
emergence of the motivation of overachievers. According to the Monks the
motivation of overachievers has emerged at a time when children aged toddler.
This means the motivation of noteworthy, for self discipline is the key to the
success of the study. (Monks, Knoers, Siti Rahayu, 1989; 161-164).
Extrinsic motivation is the urge towards someone's behavior, that are outside of
works that he did. People do something, due to encouragement from the outside as
there are gifts, or avoid punishment. In this case extrinsic motivation also "subject
to change" became the motivation of.
In its place it is known that the experts psychology gave varying pressure on the
motivation. As a result of suggestions about learning also vary. McDougall and
Freud stressed the importance of motivation of. Skinner and Bandura emphasizes
the importance of extrinsic motivation. Maslow and Rogers showed that both of
these motivations are equally important.
Extrinsic motivation a lot done at school and in the community. Rewards and
punishments are often used to enhance learning activities. If students study with a
very satisfying result, then he will get a gift from a teacher or parent. Conversely,
if the study results are not good, or earn less value, then it will be the "warning or
penalty" from teachers or parents. "Warning" is not fun. Learning motivation
increases, because students are not happy to get the "warning" from teachers or
parents. In this case, punishments and rewards, also can be a motivation for
students to learn ekstinsik with vibrant. (Siagia, 1989; Monks, Knoers, Siti
Rahayu, 1989; Biggs 7 Telfer; 1987; Winkel, 1991).
It's good also take notice of the views of Maslow and Rogers who recognized the
importance of extrinsic motivation of and. According to Maslow, motivated
individual to mengaktualisasi themselves. He found 15 characteristics of people
who are capable of self-mengaktualisasi. These characteristics are:
capable of observing a realistic efficiently, what it is and limited of subjectivity
can accept yourself as well as others are reasonably
Behave spontaneous, simple, reasonable and
centered on a problem or task
have a need privacy or independence high
has the freedom and the independent of the environment and heritage; He was
able to discipline themselves active, and responsible for her
can appreciate with respect and and full of passion
may experience peak experience, as embodied in creativity, inventions,
intellectual activity, or activities of friendship
have a sense of attachment, the high humanitarian solidarity
the personal relationship Can reasonably
Has the character of open and free of prejudice
have a high standard of morality
has the sense of humor of the learned
has the creativity in the fields of life, as in pengetahua, or the arts, life skills,
and
have a high autonomy
Mengaktualisasi the self motivation running sesua with the capabilities of each
person. Efforts to satisfy the needs of those self-actualization is certainly not easy.
As an illustration, it can be calculated how difficult a country boy, who struggled
throughout the lifetime, which is later given leads the country, by all the people.
Of motivation extrinsic motivation and can be used as a point of base of
pedagogical engineering teachers. In place of the teachers know of the existence
of the motivation-motivation. To get to know the real motivation, teachers need to
do research. This means that teachers of junior and SENIOR HIGH SCHOOL,
according to the demands of the teaching profession, should study researching
while praktetk educate in the schools.
There are times when teachers face the students who do not yet have a good
learning motivation. In this case we suggest that teachers hold on extrinsic
motivation. By using the amplifier in the form of reward or punishment. The
teacher should correct the self-discipline of students in beremansipasi.
c) conditions of Students
The condition of the students which include physical and spiritual influence the
motivation to learn. A student who is sick, hungry, or rage will interfere with
attention to learn. Instead, a student of healthy, well-fed, and excited will easily
strengthen attention. In other words, physical and spiritual condition will affect
the student's motivation to learn.
CHAPTER III
COVER
3.1 Conclusions
Behavior study conducted by the pebelajar. On the pebelajar there is a mental
power mover of learning. Mental power of desire and willpower, attention, or the
ideals it is called learning motivation. The main components of the motivation is
the need, encouragement, and the purpose of the pebelajar. Very important
learning motivation is understood by students or teachers
Some experts operates in terms of the particular facet of motivation. Maslow
distinguishes five levels of needs. McCleland suggested three types of basic
needs. While the Hull showed the importance of the needs of the organisms in the
development of motivation.
As mental strength, motivation can be distinguished into two types: primary and
secondary motivation motivation. As for the nature of the motivation of
differentiated into internal and external motivation. Beside that, there are also
experts who distinguish the presence of motivation and extrinsic.
The existence of the view of some experts that emphasize a particular facet facet
on the motivation of the teachers Act thus hinted at tactical and creative in
managing the learning motivation of students. We appreciate learning motivation,
mental strength and is an experienced pebelajar in learning. From the side of the
students, the motivation needs to be switched on continuously to achieve optimal
learning outcomes and the impact of the companion, which further raises the
lifelong learning programme. The teacher, learning motivation on pebelajar are on
the scope of the program and follow instruction. Therefore, the teacher a chance
to improve, develop and maintain a motivation study with optimization.
3.2 Advice
Learning is the daily activities for students of the school. To that end, knowledge
of "learning, as assigned by the teacher" and "learning, because the self
motivation" is important for teachers and prospective teachers. Not only teachers,
motivation is also important for students so that students and teachers are able to
achieve the goals of learning and learning well.
CHAPTER III
RESEARCH METHODOLOGY
3.4.1 Forminstruments
Questionnaire
CHAPTER IV
RESULTS
1 Baberto IX B
2 Martahan IX A
3 Irma simorangkir IX B
4 Desi Panggabean IX B
5 Gilbert simanjuntak IX C
6 Michael. T IX A
7 Anasthasia IX B
8 Irene IX C
9. Andreas Ancient IX B
10 Feriyanto IXA
Questions item 1
The first time I see this learning process, I believe that this learning process easier
for me. Who chooses
The Learning Material is more difficult to grasp than I expected. Who chooses
After reading the introduction, I am sure that I know what I need to learn from
this study
Questions item 5
Complete tasks in this study makes me feel satisfied against the results that I have
achieved.
Item 6 question
Question 7 items
T S (Disagree) =-
There is a story, picture or sample that showed me how this learning material
benefits for some people.
Question 10 items
Question 11 items
Question 12 items
Question 13 items
Regeneration researchers must continue to be done by the Government
Question 14 items
I am very pleased on learning this so I want to know more on this subject. Who
chooses
5.1 Conclusion
NO STUDENT LEARNING STYLES STUDENTS PERCENT
1 AUDITORY 3 30 %
2 VISUAL 2 20 %
3 KINESTHETIC 5 50 %
5.2 Suggestion
one way that should be done the Indonesian people so as not to be
left behind by other countries is to increase The quality of education first.
By increasing the quality of education means born of human resources will
be the better the quality.
REFERENCES