MINI RESEARCH AND PROJECT REPORTS

PSYCHOLOGY OF EDUCATION

(Motivation to learn; The theory, building personal motivation)

Lecturer :
Prof. Drs. Abdul Murad, M.Pd.

Compiled by:

Group 6

 Elisabeth Romauli Purba 4232411008

 Desi Ajarah 4231111016

MATHEMATIC EDUCATION STUDY PROGRAM

DEPARTMENT OF MATHEMATICS

FACULTY OF MATHEMATICS AND NATURAL SCIENCES

STATE UNIVERSITY OF MEDAN

T. A 2024
 FOREWORD
Praise be to Allah SWT who has given His grace and guidance so that the author
can complete the mini research and project report paper assignment entitled "Motivation
to learn; The theory, building personal motivation" on time.

The purpose of writing this paper is to fulfill the KKNI assignment in the
"Psychology of Education" learning course. In addition, this paper also aims to add
insight in order to foster and cultivate a sense of enthusiasm and motivation in learning
for students to think critically with character values that have Pancasila nuances in
everyday life for readers and also for the author.

The author is also grateful to all those who have shared some of their knowledge
so that the author can complete this paper. The author realizes that this paper is far from
perfect. Therefore, constructive criticism and suggestions will be awaited by the author
for the perfection of this paper.

Medan, May 2024

Group 6

i
 TABLE OF CONTANT

FOREWORD...................................................................................................................................i
TABLE OF CONTANT.....................................................................................................................ii
CHAPTER 1...................................................................................................................................1
INTRODUCTION............................................................................................................................1
A. Background......................................................................................................................1
B. Problem Statement..........................................................................................................1
C. Purpose............................................................................................................................1
CHAPTER 2...................................................................................................................................2
THEORETICAL OVERVIEW.............................................................................................................2
A. Defenition of Motivation..................................................................................................2
B. The Purpose of Motivation...............................................................................................3
C. Relationship of Motivation to The Learning Process........................................................4
CHAPTER 3...................................................................................................................................5
RESEARCH METHODS...................................................................................................................5
A. Definition of Research Methods.......................................................................................5
B. Research Methods Used...................................................................................................5
C. Place and Time of Research..............................................................................................5
D. Data sources.....................................................................................................................5
CHAPTER 4...................................................................................................................................6
DISCUSSION..................................................................................................................................6
A. Research result.................................................................................................................6
B. Discussion.........................................................................................................................8
CHAPTER 5..................................................................................................................................11
CLOSING.....................................................................................................................................11
A. Conclusion......................................................................................................................11
B. Advice.............................................................................................................................11
BIBLIOGRAPHY...........................................................................................................................13
ATTACHMENT.............................................................................................................................14
A. Responden And Interviewer...........................................................................................14

ii
 CHAPTER 1

INTRODUCTION

A. Background

Learning is an important process in human life. Through learning, individuals can

gain new knowledge, skills and abilities that are useful for the future. However, not
everyone has a high motivation to learn. This can hinder the learning process and
the achievement of learning goals (Septono, 2016).

Learning motivation can be defined as the drive or driving force that encourages
individuals to learn. Learning motivation can come from two sources, namely
intrinsic and extrinsic. Intrinsic motivation comes from within the individual, such
as curiosity, interest in learning, and desire for achievement. Meanwhile, extrinsic
motivation comes from outside the individual, such as rewards, praise, or pressure
from parents. (Ena & Djami, 2021).

Understanding the theories of learning motivation is very important to increase

individual learning motivation. By understanding these theories, individuals can
develop appropriate and effective learning strategies. In addition to theories,
personal motivation also plays an important role in the learning process. Individuals
who have strong personal motivation will be more diligent and persistent in
learning, so they are easier to achieve their learning goals. (Rumhadi, 2017)

B. Problem Statement
1. What is the definition of motivation?
2. What is the purpose of motivation?
3. What is the relationship between motivation and the learning process?

C. Purpose
1. To know the definition of motivation.
2. To know the purpose of motivation.
3. To find out the relationship of motivation to the learning process.

1
 CHAPTER 2

THEORETICAL OVERVIEW

A. Defenition of Motivation

Motivation to learn is a condition that exists in an individual where there is an urge

to do something in order to achieve a goal. According to Mc Donald in Kompri,
motivation is a change in energy in a person's personality characterized by affective
arising (feelings) and reactions to achieve goals. Thus the emergence of motivation
is characterized by a change in energy in a person that can be realized or not.
According to Woodwort (1995) in Wina Sanjaya that a motive is a set that can make
individuals carry out certain activities to achieve goals. Thus motivation is an
impulse that can cause certain behaviors that are directed towards achieving a
certain goal. The behavior or action that a person shows in an effort to achieve
certain goals is very dependent on the motive he has. As stated by Arden (1957) in
Wina Sanjaya (2010: 250) that the strength or spirit of a person's efforts to achieve
goals will be determined by the strength or weakness of the motive that person has.
Motivation in the sense that develops in society is often is often equated with
'enthusiasm', and learning outcomes are a result achieved by an individual in
developing his or her abilities through a process of learning. an individual in
developing his abilities through a process that is done with effort with cognitive,
affective, psychomotor and mixed abilities. cognitive, affective, psychomotor and
mixed abilities he has to gain an experience in a relatively long period of time so
that an individual is a relatively long time so that an individual experiences a change
and knowledge from what is observed both good and bad. changes and knowledge
from what is observed either directly or indirectly that will be attached to him in a
permanent manner. Indirectly which will be attached to him permanently, learning
outcomes can be seen from th e evaluation scores obtained by students seen from
the evaluation scores obtained by students. Motivation is the basis for students to be
able to obtain maximum learning outcomes, where learning outcomes will then be
used as the basis for determining the achievement of competencies. will then be
used as the basis for determining the achievement of the expected competencies,
expected. The value obtained in learning outcomes also determines the
completeness of student learning which affects whether or not students go to the
next level. which affects whether or not students go to the next level.
Learning which is a process of activity to change the behavior of There are many
factors that influence it. Among them is the factor of motivation that functions as an
effort in achieving achievement. The existence of motivation A good motivation in
the learning process will get good results too. With In other words, if there is a
diligent effort and based on strong motivation, then someone who learns will get a

2
good achievement. someone who learns will get good achievement. This means that
the intensity of student motivation will determine their achievement in learning.

B. The Purpose of Motivation

Learning motivation is an important factor that drives individuals to learn and

achieve their learning goals. According to experts, there are several main goals of
learning motivation, namely:

a. Improve Learning Outcomes

High learning motivation can encourage individuals to be more focused, diligent,

and use effective learning strategies. This can ultimately help them to achieve
optimal learning outcomes. (Junaidi & Khotimah, 2018)

Drive Theory: According to this theory, individuals are driven to learn because of
the needs they want to fulfill. These needs can be biological needs, social needs, or
psychological needs.

Expectancy Theory: According to this theory, individuals are motivated to learn

because they have confidence that they can achieve their learning goals and that
their efforts will be rewarded.

Value Theory: According to this theory, individuals are motivated to learn because
they consider that learning is important and meaningful to them.

b. Developing Interests and Talents

Intrinsic learning motivation can encourage individuals to be more interested and

enthusiastic in learning a material, so that they can develop their interests and talents
in the field. (Sham & Kumalasari, 2018)

Maslow's Hierarchy of Needs Theory: According to this theory, individuals are

motivated to learn because they want to meet their needs, ranging from basic needs
such as clothing, food, and shelter, to higher needs such as self-actualization.

Flow Theory: According to this theory, individuals are motivated to learn when
they experience a state of "flow", i.e. when they feel fully focused and engaged in
learning activities.

c. Forming a Positive Character

Positive learning motivation can help individuals to develop positive character, such
as discipline, responsibility, and never give up. (Nurlinda & Kusrini, 2017)

3
Social Cognitive Theory: According to this theory, individuals are motivated to learn
by imitating others they consider important and competent.

Self-Control Theory: According to this theory, individuals are motivated to learn

because they have the ability to control their behavior and achieve their goals.

d. Achieving Life Goals

Strong learning motivation can help individuals to achieve their life goals, whether in
education, career, or personal life. (Rahmawati & Zubaidah, 2017)

Goal Setting Theory: According to this theory, individuals are motivated to learn when
they have clear and specific goals.

Expectancy Theory: According to this theory, individuals are motivated to learn

because they have confidence that they can achieve their learning goals and that their
efforts will be rewarded.

C. Relationship of Motivation to The Learning Process

Motivation is an important factor in the learning process. Individuals who have high
learning motivation tend to be more focused, diligent, and use effective learning
strategies. This can ultimately help them to achieve optimal learning outcomes. Here are
some explanations about the relationship between motivation and the learning process:

1. The Effect of Motivation on Attention and Concentration

High learning motivation can increase an individual's attention and concentration in

learning. Highly motivated individuals will find it easier to focus on learning material
and not easily distracted by other things.

2. The Effect of Motivation on Effort and Perseverance

High learning motivation can encourage individuals to be more diligent and strive in
learning. Highly motivated individuals do not give up easily when faced with
difficulties and constantly strive to achieve their learning goals.

3. The Influence of Motivation on Learning Strategies

High learning motivation can encourage individuals to use more effective learning
strategies. Highly motivated individuals are more proactive in seeking information and
learning resources, as well as more creative in developing their own learning strategies.

4
 CHAPTER 3

RESEARCH METHODS

A. Definition of Research Methods

Research methods are systematic actuals used to obtain reliable information or

knowledge. Research methods assist researchers in designing studies, collecting data,
analyzing information, and making conclusions based on the findings obtained.

B. Research Methods Used

The research method used is quantitative descriptive. Quantitative descriptive research

method is a research approach that aims to describe or describe the characteristics of the
population or phenomenon under study using numerical data. The main focus of this
method is to provide an accurate picture of the current situation or phenomenon.

The main purpose of the study is to collect data that can be used to describe certain
events, behaviors, or characteristics in the wider population. These studies are usually
not intended to test hypotheses or determine cause-and-effect relationships.

C. Place and Time of Research

This study aims to get a clearer, more complete picture and information, and allows and
easy for researchers to conduct observational research. Therefore, the author sets the
location of the research is the place where the research will be carried out. In this case,
the research location determined is SMA SWASTA UTAMA located on Jalan Suluh
No. 80A Sidorejo Kec.Medan Tembung Kota Medan, North Sumatra, Pancing is
located around Medan State University and will be carried out on April 25th 2024

D. Data sources

Researchers obtained data from mini research conducted by filling out questionnaires
conducted by grade 11 social studies 2 students of SMA SWASTA UTAMA.

5
 CHAPTER 4

DISCUSSION

A. Research result

From the results of the answers of 10 respondents regarding the questionnaire "The
Influence of Learning Motivation on the Learning Process in Private Elementary
Schools", the number of respondents who answered y (yes) or (no) is presented in
the form of a comprehensive percentage results table for each of the 25 questions,
namely as follows.

N0 A list of questions Answer Percentage

Yes No Total
1 Do you think motivation is very 100% 0% 100%
important?
to improve learning?
2 Do you do activities that support to 40% 60% 100%
increase motivation?
3 Is there a role model who inspires 50% 50% 100%
you your motivation?
4 Do you often lose motivation to 50% 50% 100%
Study?
5 Do you easily arouse enthusiasm in 30% 70% 100%
learning?
6 Are there any obstacles that create 40% 60% 100%
motivation to learn decrease?
7 Do you often postpone scheduled 70% 30% 100%
tasks does it take long to collect?
8 Have you always been a leader in a 30% 70% 100%
learning activity
9 In group assignments, what is your 50% 50% 100%

6
 presence?
influence the completion of the
task?
10 Can your friendship improve 40% 60% 100%
learning motivation?
11 Are you easily influenced by the 60% 40% 100%
environment?
around?
12 Are there any responsibilities other 50% 50% 100%
than studying hinder you in the
learning process?
13 Can you learn at school fully 40% 60% 100%
understand?
14 Do you often feel feelings of 40% 60% 100%
hopelessness in learning?
15 Do you think that value is main 20% 80% 100%
learning outcomes?
16 Have you ever had a disagreement 40% 60% 100%
with a friend at cause significant
differences in values?
17 Do you often evaluate what value 30% 70% 100%
did you get?
18 Do you have a study routine every 20% 80% 100%
time evening?
19 Do you always study before every 40% 60% 100%
exam learning?
20 Do you feel that exams are a burden 90% 10% 100%
for you?
21 Is attending school a priority for 80% 20% 100%
you compared to other activities?
22 Are there any obstacles that prevent 50% 50% 100%
you from

7
 attend school on time?
23 Can you wake up from sleep 70% 30% 100%
without parental help?
24 Do you always arrange books/items 60% 40& 100%
appropriately schedule at night?
25 Do you always complete tasks with 70% 30% 100%
good given by the teacher?

B. Discussion

In question number 1, 10 respondents answered yes or agreed that motivation is

very important to improve learning. In question number 2, as many as 4 respondents
answered yes or agreed and 6 people answered disagree, this means that UTAMA
SMAS students lack activities that support increased motivation, this activity can be
in the form of motivational seminars or extracurricular activities at school. Then in
question number 3 students answered equally, namely people who answered agree
and 5 people who answered disagree out of 10 samples, this means that UTAMA
SMAS students have not fully made a figure or someone a role model as an increase
in motivation. In question number 4, students answered equally, namely people who
answered agree and 5 people who answered disagree out of 10 samples, this means
that UTAMA SMAS students still often lose or decrease their motivation to learn.
Factors in decreasing learning motivation are usually due to the environment and
lack of family support for student or learner activities. Furthermore, in questionnaire
number 5, the data obtained for the respondents' answers are 3 people who answered
agree and 7 people who answered disagree, this means that students of UTAMA
High School still often lose or decrease their motivation to learn. And in
questionnaire number 6, data was obtained as many as 4 people answered yes or
agree and 6 people answered disagree, this means that in increasing motivation there
are obstacles that hamper student motivation such as excessive playing hours, or the
influence of the immediate environment.

In saol numbers 7-11 enter the questionnaire about the respondent's surroundings
based on the data obtained, it can be concluded that the UTAMA SMAS students

8
still lack motivation due to the influence of the immediate environment. Despite
efforts to improve student motivation, results are still unsatisfactory. The data shows
that students are often unable to be different from others and make decisions based
on the environmental influences they encounter. To improve student motivation and
achieve better results, it is important to evaluate and address environmental factors
that limit potential can involve creating a more inclusive and supportive learning
environment, as well as providing additional resources and training to help students
develop the skills and abilities they need to succeed. By taking these steps, SMAS
UTAMA can help students reach their full potential and achieve better results.

In question 12-20, the questionnaire aims to find out the seriousness of learning for
students of SMAS UTAMA. Based on the results of the questionnaire, there are
indications that students of UTAMA High School are less serious or less interested
in learning. This is thought to be caused by a lack of motivation to learn, which can
be triggered by various internal and external factors. This lack of motivation to learn
can have a negative impact on academic performance, increase school skipping
rates, and even trigger negative behaviors. Therefore, efforts are needed from
various parties to increase students' learning motivation, such as improving
communication and cooperation between parents, teachers and students,
implementing more creative and innovative learning methods, providing more
intensive support and guidance, and creating a conducive and enjoyable learning
environment.

In questionnaires 21-25, the questionnaire aims to find out student attendance,

student preparation for school and obstacles that interfere with student attendance.
Based on questionnaire data, although attendance is a priority for UTAMA High
School students, there are obstacles that can interfere with attendance, such as
students' lack of independence to wake up early without the help of parents or other
parties. Despite this, the majority of students show enthusiasm in preparing for
school, starting from preparing school equipment and completing homework given
by teachers. This suggests that students have the potential to improve their
attendance and preparation at school. Therefore, steps need to be taken to improve
students' learning motivation, provide guidance in managing time, help students

9
from underprivileged families, and improve access to transportation and school
infrastructure.

10
 CHAPTER 5

CLOSING

A. Conclusion
Learning motivation is an important factor in achieving academic success and
personal development. Motivation can be defined as an internal desire or drive to
perform certain actions, in this case learning. Motivation can be divided into two
types, namely intrinsic motivation and extrinsic motivation. Learning motivation is
influenced by various internal and external factors, such as interest, talent, learning
style, teachers, parents, peers, and the learning environment. Learning motivation
can have a positive impact on students' academic achievement, participation levels
and personal development. Therefore, it is important for teachers and parents to
create a conducive and enjoyable learning environment, use creative learning
methods, and provide positive support to increase students' learning motivation.

B. Advice
Students who lack motivation to learn can face challenges in achieving academic
success and personal development. Lack of motivation to learn can have a negative
impact on students' academic achievement, participation levels and personal
development. Students who lack motivation may face difficulties in attending
classes, completing homework, and participating in extracurricular activities. They
may also face challenges in managing their time effectively, setting priorities, and
managing stress. In addition, a lack of learning motivation can also negatively
impact students' social and emotional skills, such as facing difficulties in
communicating with others, managing emotions, and facing challenges in
developing healthy relationships. Therefore, it is important for teachers and parents
to identify students who lack motivation and take steps to help them improve their
learning motivation. This can involve creating a conducive and engaging learning
environment, using creative learning methods, providing positive support, and
helping students identify their own goals and interests. By providing the necessary

11
support and resources, less motivated students can develop the skills and attitudes
necessary to achieve academic success and personal development.

12
 BIBLIOGRAPHY

Desiningrum, E. N. (2020). Pengembangan Bahan Ajar Strategi Belajar Mengajar

untuk Meningkatkan Motivasi Belajar Mahasiswa. Journal Inovasi
Penelitian, 1(5):967-974.

Dr. Muh Dahlan Thalib, M. (2019). Membangun Motivasi Belajar dengan

Pendekatan Kecerdasaran Emosional dan Spritual. Nusantara: IAIN Parepare
Nusantara Press.

Drs. Arif Rahim, M. (2023). Motivasi Belajar dan Hasil Belajar Melalui Model
Pembelajaran Kooperatif Tipe Kancing Gemerincing . Purbalingga: CV.
Eureka Media Aksara.

Muhid, E. I. (2021). Strategi Meningkatkan Motivasi Belajarsiswa Selama Pandemi

Covid – 19 : Lieratur Riview. Jurnal Ilmiah Bimbingan Konseling Undiksha,
12(1):90-98.

Rahman, S. (2021). Pentingnya Motivasi Belajar dalam Meningkatkan

Hasil Belajar.
Pascasarjana Universitas Negeri Gorontalo, 289-302.

Sa'id, M. S. (2021). Kurangnya Motivasi Belajar Matematika Selama Pembelajaran

Daring di MAN 2 KEBUMEN . Jurnal Ilmiah Matematika Realistik (JI-MR),
2(2):7-11.

Saputra, S. N. (2020). Studi Pendahuluan Hubungan Korelasi Motivasi Belajar Dan

Pemahaman Matematis Siswa Terhadap Hasil Belajar Matematika. Jurnal
Ilmiah Matematika Realistik (JI-MR), 3(1):7-11.

13
 ATTACHMENT

A. Responden And Interviewer

14