Analisis Motivasi Mahasiswa dalam Belajar Fisika
Abstract
The purpose of this study is to find out the comparative description of student motivation on the newly developed campus in physics learning with a more advanced campus. To get a description of the students motivation, as many as 87 students selected at random from three different campuses were surveyed using Science Motivation Questionnaire II. The science motivation questionnaire consists of five components of motivation: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The results show that there is no significant difference between student motivation on the newly developed campus and student motivation on a more advanced campus in physics learning. If it is seen based on the motivation component, it is known that there is no significant difference between all components of student motivation on the newly developed campus with student motivation on campus which is more advanced.Keyword: Physics Learning Motivation, Physics Learning, and Physics Education
References
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Druger, M. (2006). Experiential Learning in a large introductory biology course. In J. Mintzes & W. H. Leonard (Eds.), Handbook of college Science Teaching. Arlington, VA: National Science Teacher Association Press.
Glynn, S.M., & Koballa, T.R. (2006). Motivation to Learn College Science. In J. Mintzes & W. H. Leonard (Eds.), Handbook of college Science Teaching. Arlington, VA: National Science Teacher Association Press.
Brophy, J. E. (1988). On Motivation Students. Dalam Talks to Teacher, Editor D. Berliner dan B. Rosenshine, 201-245. New York: Random House.
Mazlo, J., Dormedy, D. F., Neimoth-Anderson, J. D., Urlacher, T., Carson, G. A., & Kelter, P. B. (2002). Assessment of motivation methods in general chemistry laboratory. Journal of College Science Teaching, 36, 318-321.
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science Motivation Questionnaire II: Validation With Science Majors and Nonscience Majors, Journalof Research in Science Teaching, 48(10),1159-1176
Ryan, R. M., & Deci, E. L. (2000). Intrinsicand Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology, 25, 54-67
Reeve, P. R., Smith, D. A. F., & Nix,G. (2003). Testing Models of The Experience of self-determination in intrinsic motivation and the conundrum of choice, Journal of Educational Psychology, 95, 375-392
Bandura, A. (1997). Self-efficacy: The exerciseof control. New York: Freeman.
Glynn, S.M., Taasoobshirazi, G., & Brickman, P. (2009). Science Motivation Questionnaire: Construct Validation With Nonscience Majors, Journalof Research in Science Teaching, 48 (2), 127-146
Hartoyo, Z. (2018). Tak tau Motivasi Tak Mau Belajar Fisika. Journal of Mathematic, Science, and Technology, 1, 1-7.
Taasoobshirazi, G. (2007). Gender differences in Physics: A Focus on Motivation. Journal of Physics Teacher Education Online, 4(3), 7-12
Kaschalk, R. (2002). Physics-why bother?...that’s why! Contextual Teaching Exchange, 1,1-8
Wilkinson, J. (1999). Teachers’ perceptions of the contextual approach to teaching VCE physics. Australian Science Teachers Journal, 45, 58-65
Druger, M. (2006). Experiential Learning in a large introductory biology course. In J. Mintzes & W. H. Leonard (Eds.), Handbook of college Science Teaching. Arlington, VA: National Science Teacher Association Press.
Glynn, S.M., & Koballa, T.R. (2006). Motivation to Learn College Science. In J. Mintzes & W. H. Leonard (Eds.), Handbook of college Science Teaching. Arlington, VA: National Science Teacher Association Press.
Brophy, J. E. (1988). On Motivation Students. Dalam Talks to Teacher, Editor D. Berliner dan B. Rosenshine, 201-245. New York: Random House.
Mazlo, J., Dormedy, D. F., Neimoth-Anderson, J. D., Urlacher, T., Carson, G. A., & Kelter, P. B. (2002). Assessment of motivation methods in general chemistry laboratory. Journal of College Science Teaching, 36, 318-321.
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science Motivation Questionnaire II: Validation With Science Majors and Nonscience Majors, Journalof Research in Science Teaching, 48(10),1159-1176
Ryan, R. M., & Deci, E. L. (2000). Intrinsicand Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology, 25, 54-67
Reeve, P. R., Smith, D. A. F., & Nix,G. (2003). Testing Models of The Experience of self-determination in intrinsic motivation and the conundrum of choice, Journal of Educational Psychology, 95, 375-392
Bandura, A. (1997). Self-efficacy: The exerciseof control. New York: Freeman.
Glynn, S.M., Taasoobshirazi, G., & Brickman, P. (2009). Science Motivation Questionnaire: Construct Validation With Nonscience Majors, Journalof Research in Science Teaching, 48 (2), 127-146
Hartoyo, Z. (2018). Tak tau Motivasi Tak Mau Belajar Fisika. Journal of Mathematic, Science, and Technology, 1, 1-7.
Taasoobshirazi, G. (2007). Gender differences in Physics: A Focus on Motivation. Journal of Physics Teacher Education Online, 4(3), 7-12
Kaschalk, R. (2002). Physics-why bother?...that’s why! Contextual Teaching Exchange, 1,1-8
Wilkinson, J. (1999). Teachers’ perceptions of the contextual approach to teaching VCE physics. Australian Science Teachers Journal, 45, 58-65
Published
2018-06-29
Section
Articles
