Jumat, 30 Januari 2015

Motivasi dan Teori belajar - ADISA SMAN 6 Madiun


In the Big Indonesian Dictionary, motivation is defined as a tendency towards something elevated liver. Similarly, any person can certainly be sought to have the desire. Is the desire to have or just get something you like. People do activities because there is no motivation or willpower. Without preceded the motivation would not be implemented.

The notion of learning that if you want to know and understand something must learn first. That is a series of words that we often hear. About the sense of learning there are a number of experts have tried to give a formula or definition of learning, including Ischak (1988: 34) says that: "learning is the change that occurs in a person who is relatively fixed, obtained by experience, these changes can be measured, the change in the functional should be meaningful. "thus a change from a abilitas abilitas to another.
Someone will succeed in learning, that in itself is no desire to learn. Motivation to learn is called motivation. Here the author give some definition of motivation.
Raths (1971: 419) suggests that motivation is an important and decisive to direct a person as well as control actions in achieving the desired goals. Likewise, Ardhana (1989: 3) suggests that motivation is a very important element in the educational process and the process of running tasks in everyday life.
Seeing the importance of motivation in life, experts have a lot of research activities related to motivation, both in the field of education, field of employment, as well as in other areas of human life.
The experts include, for example, Good and colleagues (Jere B. Good and Brophy, 1986; Mark and Thomburg, H 1984) asserts that motivation as a driving force, steering and reinforce behavior. The experts were assuming motivation as fuel in the operation of motor gasoline. Not to be mean, no matter how good the engine and tuning if the fuel is not the same. Similarly, no matter how high intellectual ability or talent of the students, if taught science materials without the necessary medium of learning, students are less motivated to learn optimally. In this study are expected to use the media models can improve students' motivation.
Based on the above brief description, the importance of motivation in the learning process. Furthermore Hudojo (1981: 30) concluded that motivation is the key to the success of one's learning.
Suryobroto (1984: 70) suggests that motivation is a motif that has become active at a given time. While the motive is a state in a person who encourages individuals to perform certain activities in achieving the desired goals. Likewise, Winskel (1987: 92) argues motive is the driving force in a person to perform certain activities in order to achieve the goal.
Of the concepts of motivation above, it appears that the meaning of this motivation is a big influence. However, the concept of motivation is the same concept, which is the driving motivation for someone to be able to do something that is desired. In other words, the motivation is the whole or totality of power hidden in a person, a person who can muster the energy or the energy to do something better, than ever before in achieving certain goals. So motivation is synonymous with driving or driving there in a person, so that he can do anything he wanted in accordance with the purpose, in this case in order to increase students' motivation.
Motivation to learn is the implementation or application of motivation in education, especially concerning the teaching and learning process. Winskel (1987: 94) suggests that the motivation to learn is the overall driving force in the inner psychic student who raises learning activities, and ensure the continuity of the learning activities in order to achieve the same purpose destination, Sardiman (1986: 45) suggests that the motivation to learn is the psychological factor non-intellectual, and typical applications of growing passion, happy, and in the spirit of learning, which in turn can enhance the enjoyment of learning. so also, Ardhana (1990: 21) states that the motivation to learn is a very important factor in achieving a feat, both in academic and other achievements in the field.
Learning motivation suggested by experts above, plays an important role in providing the passion, enthusiasm and joy in learning, so that students are motivated to have a lot of energy for learning activities. As well as giving the right direction, according to the ability to achieve a goal.
Students who have low learning motivation generally lagging lesson, often also have errors in learning (Palardy, 1975: 261). Conversely, students who have high motivation will have a lot of energy to perform learning activities (Sardiman, 1986: 60). Some of the characteristics of students who have high motivation to learn, can be known during the teaching-learning process in the classroom. Brown (1961: 150) suggests there are eight characteristics, as follows: (1) interest on the teacher, it means not being indifferent, (2) interest in the subject they teach, (3) high enthusiasm, as well as the control of attention and energy to learning, (4) wants to always be merged into one class, (5) a recognized identity want other people, (6) the actions and habits, as well as the moral is always in control of himself, (7) always remember the lessons and always learn it back in home, and (8) is always controlled by the environment.
Based on the above quote, the obvious motivation is related to a positive behavior, and does not lead to a negative thing. Correspondingly, Sardiman (1986: 51) argues that there is motivation in a person having the following characteristics: (1) perseverance in the face of a task or work continuously for a long time, (2) resilient face of adversity and not quickly despair, and not easily satisfied with the achievements obtained, (3) shows interest in the kinds of problems (learning), so the less creative, (4) can hold his (that sure would be something), (5) do not easily let go of it who believed, and (6) happy locate and solve the problem.
Keller, et al (1978) suggested that the motivation to learn as a person's desire to achieve superior performance. Motivation to learn this as an extension of intrinsic motivation (Husen, et al, 1985: 342) which has characteristics such as attitudes and behavior: perseverance, tenacity, endurance, courage to face challenges, enthusiasm, and hard work (Ardhana, 1990: 4) .
Furthermore, Keller (1979: 32) asserts that the motivation to learn the lessons from either the material itself, the motivation to learn was determined in situations that made the lesson, if the lesson has full meaning, and is closely linked to reality. In line with the Briggs (1964: 189) also emphasizes that motivation plays a leading role in learning, students will work in a focused and excited.
Of some opinion on the above motivation, it can be concluded that the motivation to learn is the driving force in a person. It can be generated by providing the conditions and situation of teaching and learning as well as possible. Thus, stimulating and provide direction on the activities, so that the desired goal can be achieved by the students.
So extrinsic motivation is a form of motivation in which learning activities initiated and forwarded by encouragement from the outside (Sardiman, 1986: 87).
Likewise, the motivation to learn can also form the intrinsic motivation motives become active and functions do not need to be stimulated from the outside, because the individuals had no incentive to do as "intrinsic motivation are inherent in the learning situation and meet pupil needs and purposes ", intrinsic motivation is not separated from the learning situation and can meet the needs and intentions of students (Sardiman, 1986: 88). The same purpose, stated Thornburgh (1984) Intrinsic motivation is the desire to act caused by the driving factors of the inner (internal) individual. For example, students learn English both oral and written, not to obtain parental consent or praise.
In the learning process of students who can be seen from the intrinsically motivated activities, diligent and tasks of learning as needed, and wanted to achieve the goal of real learning. Actual learning goal is to control what is learned, not because they want to get praise from the teacher. Berlyne (1996) suggests that students who are intrinsically motivated to learn better activity than extrinsically motivated students. Such students will achieve the satisfaction that he can solve the problem correctly lesson, work and learning tasks form a challenge for him, and he was forced to learn these tasks.
Based on the description above, to create a situation of conditions that support the rise of student motivation, teachers can use certain strategic learning, for example by using the medium of instruction in the teaching-learning process. Various media are used, among others: media models, in addition to the usual media used as a whiteboard. The extent of the success of teachers raise students' motivation through the use of the media, will be tested in this study, particularly for elementary school students in the field of science studies.
2. Role of Motivation in Learning
Before talking about the role of motivation in students' learning, the teacher's role should be reviewed first in motivation in students. As is known, in accordance with the duty teacher is a facilitator and motivator (Raka Joni, 1985: 12), as well as an inspiration in the classroom (Winskel, 1987: 94).
Based on the description above, this position indicates the importance of teachers in students' motivation in learning. Teacher as facilitator, then he should be able to provide various facilities, guidance, assistance, encouragement to students, during the learning process in the classroom. Provide guidance in learning or directing how so that students can learn with ease, and provide the necessary impetus students.
Teachers as a motivator, the learning process should be able to generate the motivation, desire and passion to learn on students. This implementation is usually not optimalyty done in teaching, so it can happen to low student motivation. Therefore, the task of the teacher as a motivator should be done to raise the motivation to learn. In this research effort arouse students' learning one of them using instructional media (media models) are adapted to the conditions of the subject matter presented.
While teachers as inspiration, must be able to provide encouragement, regardless of the level of intellectual ability or motivation level. Each student must be made happy either in following the lesson or hang out. Such circumstances, high flexible lead, attention and action must be in accordance with applicable norms.
From the description above, it can be concluded that the role of motivation in learning is as a driver and the driver of a person in the act, determining the direction of action, and can select actions.
Motivation as a spur to stimulate and foster a desire to learn the student without a driver or motor drive, very little success in the students' learning, and very minimal student achievement. Good motivation to learn will show good results for students.
Motivation for direction, can determine in which direction an act that can achieve the expected goals for students in learning. The motivation here compass or direction, meaning students can learn as expected without having to waste energy exhausting, to achieve the desired objectives.
Motivation to learn as selectors act, which determines the actions that should be done and what should not be done during the process of learning takes place. For example, if a student will pass the exam with expectations, it will conduct learning activities, and will not spend the time to play the ungodly, because such actions are not in harmony and do not support the achievement of objectives.
3. Factors Affecting Learning Motivation
It has been explained that learning is a process that led to the occurrence of a change in behavior or skill, the success or failure of learning that depends on various factors. The factors can be divided into two groups, namely: individual and social factors.
Individual factors contained within the organism itself, among others: the willingness or growth factor, a factor of intelligence, training, motivation and personal factors. Maturity or for a child's growth is absolutely necessary because if the mental or physical growth of a mature course taught something certainly succeeded. An example of the sixth grade elementary school students may not taught philosophy, because it is the power of reason has not been able to accept it.
While social factors are factors that come from outside the individual, such as teaching materials, instruments and environmental factors (social and non-social). Social motivation, because most of the time used to study child is at home, meaning the parents who have a lot to contribute. Therefore, if the parents as influencers can provide good motivation certainly arose awareness of children's learning will be increased.
Soekamto T (1997: 40), suggests that the relationship needs motivation in theory boost a person's behavior is driven toward a specific purpose for the existence of a necessity.
Zainula and Nasoetion N (1997: 10) argues that the test results should be able to motivate student learning and can also be a guide for them to learn.
Skinner, as quoted by Prayitno Elida (1989: 5) argues that motivation is determined by the environment. Students will be motivated to learn if the environment / atmosphere learning wisely arranged so that students are motivated to learn.
Motivation and the environment include:
a. The physical environment of the school that includes students, seating arrangements, class size, school size and composition in the classroom.
b. Social environment.
Prayitno Elida (1989: 130) argues that the planned use of the medium of instruction is to encourage students to respond to the design of teaching, students' response to the teaching situation can be in the form of repeating the facts that have been studied and can also form a complex creations.
Wardani IGAK found attention and motivation of students to study turned out to be triggered and driven by the teachers who engage them in learning. Mature teacher preparation, activity in the form of direct experience and a new one related to the student experience will determine the level of student engagement.
While Conny et al suggested that the development of the mind (cognitive) based on the child's actual movements and actions. Children should move on and do something about the real object. Thus will have the motivation from within himself, driven by curiosity.
Based on some of the above opinion, the author learning that motivation to learn is influenced by several factors, both from within and from outside the student. Factor of the student, among others: the needs of students, student cognitive and student test results while the school's physical environment, social environment, teachers and the media is a factor from outside the student.
4. Factors Inhibiting Learning
Every child has obstacles in learning can be seen from the results that are assigned by their teacher. Many factors that become obstacles in learning. Furthermore M. Ischak says, "... many that cause learning difficulties, such as: physical, spiritual and social" (Ischak, 1998: 82). Physical problems are problems that cause weakness as physical potential. This weakness can be fatigue or other physical disorders. An example sleepy, can also be regarded as a physical disorder, since it is due to fatigue continues to look at the screen without stopping. Result after it came time to learn they can not concentrate on what is learned.
While spiritual problems are the problems associated with the potential psycology, such as the condition of normal intelligence also experience barriers to learning. They did not fully confront the lesson, they descry deterrent, lazy and so on. Social problems are the problems associated with communication (shy and timid).
From these quotations above concluded that the factors for children, in addition to social problems, in the form of influences from outside. An example of the presence of private television exposure. Especially for elementary school age children generated a lot of problems.
5. Efforts to Improve Learning Motivation
The learning objectives are the ideal is that the materials studied are met entirely by students. The effort should be concerned with mastery of the material and understand. According to S Nasution (1988: 52) "One of the prerequisites for mastery or completion is specially formulated ingredients that must be contained in an instrument that is both summative evaluation in order to know the success rate of students". Furthermore, he also said that: "Methods and diverse learning resources can be presented to students to master the material that has not understood". Shows the location of errors students with instructions to fix it is a good step, but it can be given the help of tutorials, namely personal assistance from a teacher. Another way is to have students re-read carefully the page or section relating to errors students to read certain parts of the book.
From the quote above that efforts should be made in improving children's learning is directed so that they are enjoying the lessons are occupied. If the lessons that have been favored of them will arise a high motivation and willingness to learn. Then proceed with providing training that has previously been formulated or made a material formulation that must be learned. Of training and evaluation of the results that will be known, whether the child actually has increased learning or not. If it turns out in the evaluation still showed unsatisfactory results, the child can be given specific guidance as well as repeat and show the error and repair anyway. Similarly in the case study is also generally in the business of teachers to create conditions or adjust the environment, including teachers, teaching tools, and so on, commonly called learning.
Factors teachers themselves had a great effect, for example, educational background, experience, abilities, attitudes towards children, the concept of learning, personal, creatifyty and so on.

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