STRATEGY OF IMPROVING EDUCATIONAL PERFORMANCE THROUGH INTRINSIC AND EXTRINSIC MOTIVATION IN BEKASI TIMUR DISTRICT

0
22
Suroyo
Lecturer, Mitra Karya University 
ABSTRACT
Implications Our study provides acceptable evidence that motivational quality is important for determining good performance among medical students through good study strategies and high effort. These findings imply that we must specifically try to target increased autonomous motivation among medical students to encourage attitudes towards longer learning and high effort and good performance. One of the strengths of our research is that we use structural equation modeling approaches and have found a suitable model for the relationship between motivation, learning strategy, effort and academic performance.
INTRODUCTION
Rashmi A Kusurkar ( 2012 ) states that motivation has been shown to positively influence study strategy, academic performance, adjustment and well-being in students in the education domain other than medical education (Vansteenkiste et al. 2005). Studying motivation especially in the medical field is important because medical education is different from the aspects of general education, some of which are high learning intensity, requirements to carry out clinical work along with studies and the need to follow a very specific path to be determined. able to qualify to practice as a doctor. In our literature review we find that a positive correlation between motivation and performance has not been proven strongly in medical education because different studies have conflicting findings (Kusurkaret al. 2011).
Another strength is that we have compared models between male and female subgroups and qualitative and weighted lottery selection subgroups. Because this study was conducted in the Netherlands we are in a unique position to compare the last two subgroups. The main limitation of our study is the low response rate. However, given the fact that the responding population appears to be representative of the population of medical student populations, and that the absolute number of responses allows for analysis of structural equations, we consider reporting our findings to add to the existing literature. The other is that this study was conducted at a university in the Netherlands and therefore has limited generalization capabilities. This can very well serve as a good starting point for further studies on the same in medical education.
RESEARCH PURPOSES
Admits the relationship between intrinsic motivation (interest, desire to learn, goals of recognized goals) with extrinsic motivation (giving numbers / values, rivals / competitions, giving gifts, praise, punishments) to students in Bekasi City.
Understanding the influence of intrinsic motivation (interest, desire to learn, goals of recognized goals) and extrinsic motivation (giving numbers / values, rivals / competitions, giving gifts, praise, punishments) simultaneously to student performance in Bekasi City.
Explain the influence of intrinsic motivation (interest, desire to learn, goals of goals that are recognized) and extrinsic motivation (giving numbers / values, rivals / competitions, giving gifts, praise, punishments) partially to the performance of students in Bekasi City.
LITERATURE REVIEW
The quantity of motivation can be high or low. The quality of motivation depends on whether the source of motivation is internal or external. Motivation self-determination theory (SDT) considers motivational quality to be more important than quantity and describes a continuum for the quality of motivation (Ryan and Deci 2000a, b). These range from intrinsic motivation at one end to motivation at the other end of the continuum, with four types of extrinsic motivation (integrated regulation, identification regulation, introjection regulation, external regulation) among them.
Intrinsic motivation is taken from genuine interest in an activity. Extrinsic motivation comes from unexpected advantages or separable results. As described by SDT, not all types of extrinsic motivation are not desirable.Extrinsic motivation extends from high self-determination to self-determination (see Figure 1; Ryan and Deci 2000a, b). Identified regulations, upper class types of extrinsic motivation, close to intrinsic motivation. Regulations identified and intrinsic motivation can be concluded to produce Autonomous Motivation (AM). Thus AM describes self-determined motivation. Introjected and external regulation, which is low in self-determination, can be summarized together to produce Controlled Motivation (CM). Thus CM describes a very low motivation in self-determination. Motivation of Extrinsic Motivation Intrinsic Motivation External Regulations Certain Regulations Identified Regulations Integrated Regulations Regulated Regulations Autonomous ApproachMost autonomous Fob. 1 continuum of self-determination (adapted from Deci and Ryan 2000)
SDT suggests that the more independent motivation or motivation, the better the results observed (Ryan and Deci 2000a, b): deep learning (Vansteenkisteet al. 2005; Grolnick and Ryan 1987), high academic performance (Soenens and Vans-teenkiste 2005; Boggiano et al. 1993), better adjustment and positive well-being (Blackand Deci 2000; Levesque et al. 2004). In this study we measured Autonomous Motivation (AM) and Controlled Motivation (CM) as described by SDT (Vansteenkiste et al. 2005; Grolnick and Ryan 1987).
Motivation has been reported in primary, secondary and tertiary education to influence academic performance through efforts to study as mediators (Vansteenkiste et al. 2005). This relationship has never been tested in medical education. We are looking for articles in medical education that use Structural Equation Modeling (SEM) as amethodology and find articles that study the factors that lead to the choice of specialization in medicine (Williams et al. 1994, 1997), basic science and clinical knowledge (Schmidt and Moust1995 ), clinical reasons (De Bruin et al. 2005), the use of SEM in medical education (Violatoand Hecker 2007), the effect of clerkships on student learning etc. We did not find particles that studied the effect of motivation on learning and academic performance.
Our study therefore adds to the literature on this aspect in medical education. We have also compared subgroups such as men and women and students selected through qualitative selection procedures with weighted lottery selection, which has never been done before. If there is a priori hypothesis, Structural Equation Modeling (SEM) can be used in research reliably to test the relationship between different variables from each other, although the reasons cannot be concluded unless it is an experimental study (Violato and Hecker 2007; Kline 2011).
The basis of good SEM analysis is a strong theoretical foundation for the relationships tested in the model (Violato and Hecker 2007; Kline 2011). We have hypotheses, including the direction of relations, which are reasonable in the SDT literature. The variables that we use in our SEM analysis are Relative Autonomous Motivation (RAM), Good Study Strategy (GSS), Study Efforts and Academic Performance (see Figure 2). RAM means how big the students mot
PREVIOUS RESEARCH
Ayu Lestari Azis (2017) in the Influence of Instrinsic Motivation and Extrinsic Motivation on Economic Learning Achievement of Students at Makassar Vocational High School 4 states that Motivation to learn is a change in energy that occurs in a person to be able to achieve the desired goal. Motivation to learn is also the overall driving force in students that raises, guarantees continuity, and provides direction in learning activities, so that the goals expected can be achieved well and maximally. Motivation to learn is not enough only with yourself but there are some that can increase learning motivation such as educators, numerers, praise. The existence of rivals and goals that are recognized because by understanding the goals that must be achieved, because it feels very useful and profitable, then there will be a strong desire for students to continue learning. Achievement of student learning achievement is supported by two motivations, namely intrinsic and extrinsic. Based on the results of hypothesis testing conducted, it was found that there was an influence of intrinsic motivation and extrinsic motivation on the economic learning achievement of class X students of SMKN 4 Makassar. This means that the hypothesis in this study says that there is an influence of intrinsic motivation and extrinsic motivation on the learning achievement of class X students of SMK 4 Makassar can be accepted.
Likewise, when viewed in the interpretation table the r value states that the level of influence of intrinsic motivation and extrinsic motivation on student achievement is in good category. This proves that very influential or strong intrinsic motivation towards student learning achievement is seen from aspects of interest, desire to learn, ego-invoment, and goals that are recognized while the influence of extrinsic motivation on student achievement is seen from the aspect of giving numbers / values, rival / competition, knowing results, praise, punishment, and giving tests / exams. Vreedy Frans Danar. 2012. “The Relationship Between Intrinsic Learning and Extrinsic Learning Motivation of Students with Learning Achievement in Class X Competency Skills in Audio Video of Ma’arif 1 Wates”, the results of a class X expertise in Ma’arif 1 Wates Vocational Audio Video Technique found a positive and significant relationship between students’ intrinsic learning motivation with student learning achievement is indicated by the r coefficient of 0.446, and the significance of the relationship of variable X1 with Y variable can be seen tcount of 12.558> with t.table (n-2) of 2.042, and large intrinsic learning motivation increase every 1 point then learning achievement increased by 0.454. The existence of a positive and significant relationship between extrinsic learning motivation of students with student achievement is indicated by the coefficient r of 0.389 and the significance of the relationship of variable X 2 with variable Y can be seen the value of t count of 12.841> with t. table (n-2) of 2.042, and the large increase in extrinsic learning motivation every 1 point, learning achievement increased by 0.404.
The existence of a positive and significant relationship between intrinsic and extrinsic learning motivation of students with student learning achievement is indicated by the r coefficient of 0.461, and the significance of the relationship of variable X 2 with Y variable can be seen the value of t calculated at 10.837> with t. table (n-2) of 2.024, and the large increase in intrinsic and extrinsic learning motivation every 1 point, learning achievement increased by 0.539. These results are in accordance with the theory revealed by Thursam Hakim (2008: 14) arguing that, teaching and learning activities of students will succeed if they have the motivation to learn. The condition of students who are passionate, focused and diligent will improve their learning achievement. The results of this study are also in accordance with the research conducted by Fista Sahita (2009) about the influence of parental attention and learning motivation on student achievement on economic subjects in class XI of social science at Tegal State High School. The results of this study
it was found that learning motivation had a positive and significant influence on learning achievement.
RESEARCH HYPOTHESES
There is a relationship between intrinsic motivation (interest, desire to learn, goals that are recognized) with extrinsic motivation (giving numbers / values, rivals / competition, giving gifts, praise, punishment) to students in the City of Bekasi.
There is the influence of intrinsic motivation (interest, desire to learn, goals of goals that are recognized) and extrinsic motivation (giving numbers / values, rivals / competitions, giving gifts, praise, punishments) simultaneously to the performance of students in the City of Bekasi.
There is the influence of intrinsic motivation (interest, desire to learn, goals ideals recognized) and extrinsic motivation (giving numbers / values, rivals / competitions, giving gifts, praise, punishment) partially to the performance of students in the City of Bekasi.
RESEARCH RESULTS AND DISCUSSION
Hypothesis 1 Test Results:
This study proves that there is a relationship between intrinsic motivation (interest, desire to learn, goals that are recognized) with extrinsic motivation (giving numbers / values, rivals / competition, giving prizes, praise, punishment) to students in Bekasi City. This is indicated by the results of the T test below where intrinsic and extrinsic motivation has a 1 percent significance level using a one-sample test.
Hypothesis 2 Test Results:
This research proves that there is an influence of intrinsic motivation (interest, desire to learn, goals of goals that are recognized) and extrinsic motivation (giving numbers / values, rivals / competitions, giving gifts, praise, punishments) simultaneously to student performance in Bekasi City . It can be seen that both extrinsic and intrinsic motivation variables together contribute to the determination coefficient of 0.252 with a F test value of 34.470 which is significant at the rate of 1 percent.
Hypothesis 3 Test Results:
This study proves that there is an influence of intrinsic motivation (interest, desire to learn, goals of goals that are recognized) and extrinsic motivation (giving numbers / values, rivals / competitions, giving prizes, praise, punishment) partially to the performance of students in Bekasi City . This is indicated by the Beta coefficient value for intrinsic motivation of 0.305 and the Beta coefficient value for extrinsic motivation is 0.554 where the two variavels have a significance level of 1 percent.
CONCLUSIONS AND RECOMMENDATIONS
This research proves the importance of the relationship between intrinsic motivation (interest, desire to learn, recognized goals ideals) with extrinsic motivation (giving numbers / values, rivals / competition, giving gifts, praise, punishment) to students in Bekasi City. This is indicated by the results of the T test below where intrinsic and extrinsic motivation has a 1 percent significance level using a one-sample test.
This study proves that there is a real influence between intrinsic motivation (interest, desire to learn, goals that are recognized) and extrinsic motivation (giving numbers / values, rivals / competitions, giving gifts, praise, punishments) simultaneously to student performance in the city Bekasi. It can be seen that both extrinsic and intrinsic motivation variables together contribute to the determination coefficient of 0.252 with a F test value of 34.470 which is significant at the rate of 1 percent.
This study shows the influence of intrinsic motivation (interest, desire to learn, goals that are recognized) and extrinsic motivation (giving numbers / values, rivals / competitions, giving gifts, praise, punishment) partially to the performance of students in Bekasi City. This is indicated by the Beta coefficient value for intrinsic motivation of 0.305 and the Beta coefficient value for extrinsic motivation is 0.554 where the two variavels have a significance level of 1 percent.
From these three conclusions, it can be suggested that this research on intrinsic and extrinsic motivation can be continued by incorporating more variables, so as to increase the standard of determination value which in this study is still relatively low, which is only 0.252.
BIBLIOGRAPHY
Ayu Lestari Azis, 2017, in the Influence of Instrinsic Motivation and Extrinsic Motivation on Economic Learning Achievement of Students in Vocational High School 4 Makassar, Postgraduate Thesis, Makassar State University.
Biggs, J., Kember, D., & Leung, DYP (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149.
Black, AE, & Deci, EL (2000). The effects of instructors ‘autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740–756.
Kline, RB (2011). Principles and practice of structural equation modeling (3rd ed.). NY: The Guillford Press. Korkarkar, R., Croiset, G., & Ten Cate, TJ (submitted). Motivational profile of medical students: Information with study effort, academic performance and exhaustion.
Kusurkar, R., Ten Cate, TJ, Van Asperen, M., & Croiset, G. (2011). Motivation as an independent and independent variable in medical education: A review of the literature. Medical Teacher, 33, e242 – e262.
Levesque, C., Zuehlke, AN, Stanek, LR, & Ryan, RM (2004). Autonomy and competence in Germanand American university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96, 68–84.
R., Kruitwagen, C., Ten Cate, TJ, & Croiset, G. (2010). Effects of age, gender and educational background on the strength of motivation for medical schools. Advances in Health Science Education, 15,303–313.
Rashmi A Kusurkar, Catharina MP Vos, P Westers, 2012, How motivation in academic performance: A structural equation modeling analysis, in Health Sciences Education 18 (1) February 2012   DOI: 10.1007 / s10459-012-9354-3 ·
Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of 3 life self-determination in domains: The role of parents ‘and teachers’ autonomy support. Journal of Youth and Adolescence, 34 (6), 589–604.
Ten Cate, OTJ (2007). Medical education in the Netherlands. Medical Teacher, 29, 752–757.
Vallerand, RJ, Pelletier, LG, Blais, MR, Brie`re, NM, Sene`cal, C., & Vallie`res, EF (1992). The academic motivation scale: A measure of intrinsic, extrinsic and amotivation in education. Educationaland Psychological Measurement, 52, 1003–1017.[]
(Red)

LEAVE A REPLY

Please enter your comment!
Please enter your name here