ANALYSIS OF INSTRINSIC AND EXTRINSIC MOTIVATION  OF PHYSICS-TEACHER STUDENT CANDIDATES

Rifati Dina Handayani

doi:10.21831/jk.v1i2.8449

ANALYSIS OF INSTRINSIC AND EXTRINSIC MOTIVATION OF PHYSICS-TEACHER STUDENT CANDIDATES

Rifati Dina Handayani, Universitas Jember, Indonesia

10.21831/jk.v1i2.8449

Abstract

ANALISIS MOTIVASI INTRINSIK DAN EKSTRINSIK
MAHASISWA CALON GURU FISIKA

Abstrak

Penelitian ini bertujuan untuk menganalisis motivasi belajar, meliputi motivasi intrinsik dan motivasi ekstrinsik mahasiswa calon guru fisika. Penelitian ini merupakan penelitian deskriptif kuantitatif. Data dikumpulkan dengan menggunakan wawancara dan angket yang sudah tervalidasi dan reliabel yaitu Motivated Strategies for Learning Questionnaire. Sampel penelitian adalah 150 mahasiswa yang tersebar dari semester dua, empat, dan semester enam Program Studi Pendidikan Fisika FKIP Universitas Jember, dengan Indeks Prestasi (IP) rata-rata 3,12 (SD=0,285). Data yang sudah diperoleh kemudian diolah dengan menggunakan SPSS. Hasil penelitian menunjukkan bahwa motivasi belajar mahasiswa pendidikan fisika sangat bervariasi dan didominasi oleh motivasi belajar instrinsik dibandingkan motivasi ekstrinsik. Pada motivasi instrinsik kebutuhan akan prestasi yang dimiliki mahasiswa pendidikan fisika lebih tinggi dibandingkan dengan kriteria motivasi intrinsik lain. Pada motivasi ekstrinsik peran otoritas dari orang tua dan dosen merupakan faktor yang mendominasi motivasi ekstrinsik belajar mahasiswa. Dominannya motivasi instrinsik ini menunjukkan adanya kesadaran dari diri mahasiswa mengenai pentingnya belajar.
Kata Kunci: motivasi intrinsik, motivasi ekstrinsik, mahasiswa calon guru fisika

Abstract

This study was aimed at analyzing the intrinsic and extrinsic learning motivation of physics- teacher student candidates. The study used the quantitative method. The data were collected using interviews and a questionnaire that had been validated and wasreliable, namely Motivated Strategies for Learning Questionnaire (MSLQ). The research sample consisted of 150 college students of Physics Education Study Program of University of Jember of semesters two, four, and six with a grade point average (GPA) of 3.12 (SD = 0.285). The data were analyzed quantitatively. The results show that intrinsic motivation is more dominant than extrinsic motivation in the learning processes of physics teacher candidates. In intrinsic motivation, the need for achievement of physics education students is higher than that of others intrinsic motivation criteria. In extrinsic motivation, the role of parents and lecturers is a factor that dominates the learning processes. The dominance of this intrinsic motivation indicates the awareness of the students toward the importance of learning.
Keywords: intrinsic motivation, extrinsic motivation, physics teacher candidate

Keywords

intrinsic motivation, extrinsic motivation, physics teacher candidate

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References

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