THEORETICAL
A. Overview of Theoretical About Motivation
1. Definition of Motivation
Understanding the basic motivation is the internal state of the organism-both human and animals-that prompted him to do something. In this sense, motivation is the power suppliers (energizer) to behave directionally. Motivation can also be interpreted as the construction and the process of interaction between expectations and reality in the future both in the short, medium or long.
Mc.Donald in Tabarani, Kusnidar and Arifin explained that motivation is an act of energy in a person characterized by the emergence of feelings and reactions to achieve the goal. In this formulation, there are three important elements, namely:
a. That motivation led to a change in energy in every human being. The development is further motivation to bring some changes to the system neurophysiological worksheets in the human organism, and its appearance will involve human physical activity.
b. Motivation is marked by the emergence of a sense / feeling, affection for someone. In this case, the relevant affection with psychiatric problems, affection and emotion that can determine human behavior.
c. Motivation is characterized by reactions to achieve the goal.
According to Vroom, motivation refers to a process influence the choices individuals against various forms of activities that are required. Then John P. Campbell and friends add details in this definition by stating that include in it the motivation or goal behavior, response forces, and persistence of behavior. Meanwhile, according to Sukiyat, motivation is:
a. Any feelings that influence a person's desires so that people are encouraged to act.
b. The effect of the power generating behavior
c. The process of determining a person's movement or behavior to the objectives.
Not much different from the opinion of M. Othman Najati stating motivation is the driving force that evokes activity in living organisms, and cause behavioral and directed him towards a certain goal. Motivation has three (3) main components, namely:
a. Stir. In this case, the rise to power of individual motivation, leads a person to act in a certain way. For example, in the case of the power of memory, responses, effective response, and the likelihood of getting pleasure.
b. Directing. Bararti motivation driving behavior. Thus it provides an orientation purposes. Individual behavior directed toward something.
c. Prop. Motivation is used to maintain and sustain behaviors, the environment must strengthen the intensity and direction of the impulses and forces individuals.
In a further development, there are a few psikolagi motivation divide into two kinds, namely:
a. Intrinsic Motivation
Intrinsic motivation is the case and the circumstances that come from within the students themselves who can push action learning.
b. Extrinsic motivation
Extrinsic motivation is the case and the circumstances which come from outside the individual students who are also pushing for learning activities.
While Woodworth and motivation Marquis classified into three types, namely:
a. The needs of organic, namely motivation related needs, such as eating, drinking, needs to move and istirat / sleep, and so on.
b. Emergency motivation that includes the urge to save himself, the urge to retaliate, the urge to strive, an urge to pursue, and so on. This motivation arises if the situation demands rapid onset of activity and stronger than humans. In this case the motivation arising from one's desire, but because of stimulus from the outside.
c. Motivation objective, namely motivation directed toward a particular object or purpose around us, this motif include; the need for exploration, manipulation, interested. This motivation arises because of the encouragement to face the world effectively.
1. Objectives Motivation
Motivation aims to mobilize and simultaneously inspire someone to do something with all his strength so that what he wanted was to be achieved. Moving the means to enable a person, evocative means transferring power to a will, a will has been clearly marked with a desired result. It's just a willingness to be desired that vary according to the activities that will be carried out.
For parents and teachers, motivational goal is to move or push the student to the desire and willingness to improve their academic achievement in order to reach educational goals as expected and is expected in the school curriculum. From these examples, it is clear that every action has a purpose motivation. The more clearly the expected goals or to be achieved, it became clear anyway how to motivate action was performed. Motivate action will be more successful if the goal is clear and recognized by the motivated and in accordance with the needs of people who are motivated.
2. Uses Motivation
Usefulness of motivation, among others, as follows:
a. Motivation is very useful in moving to action, and as a motor that provides energy (the power) to a person to perform a task.
b. Motivation is also useful in determining the direction of action, ie towards the realization of a goal or aspiration.
c. Motivation is also useful in determining actions to do and actions which are not done in achieving a goal.
3. Theories of Motivation
1) Theory of Hedonism
Hedone is a Greek word meaning joy, pleasure, or pleasure. Hedonism is a school of philosophy which holds that the main purpose of human life is to seek pleasure (Hedone) worldly. In the view of hedonism, human beings are essentially concerned with a life full of fun and enjoyment. Therefore, each face a problem that needs solving, people tend to choose alternative solutions that could bring pleasure from the resulting hardship, difficulty, suffering and so forth.
The implication of this theory is the notion that all people will tend to avoid things that are difficult and troublesome, severe, or containing risks, and prefer to do something that brings pleasure to him.
2) Theory of Motivation Activities
The other main basic concepts of motivational theory is igniting motivation itself. Research in this field has discovered a mechanism that monitors the state of the organism and the mechanism that triggers the motivation, when the body is in imbalance.
3) Reaction Theory of Learned
This theory holds that the action or human behavior is not based on instincts, but is based on patterns of behavior learned from the culture in a person's life. People learn the most from the cultural milieu in which he lived and grew up. Therefore, this theory also called theory of the cultural environment. According to this theory, if a leader or an educator will motivate subordinates or his protege, leaders or educators should know actually walks of life and culture of the people they lead.1) Theory of Instincts
This instinct theory is an important part of the mechanism of human sight. The instinct is an innate biological forces, which affect a limb to apply a particular way in the right circumstances. So that all human thought and behavior are the result of inherited instincts and nothing to do with reason.
According to the theory of instinct, a person does not choose goals and actions, but controlled by the forces of default, which determines the objectives and actions to be undertaken. Freud also believed that in humans there is something unwittingly determine every attitude and human behavior.
2) Theory of Power Pusher
This theory is a blend of "instinct theory" and "theory learned reaction". Locomotion is a kind of instinct, but just sort of comprehensive power boost to a common direction. For example, a driving force of the opposite sex. All people in all cultures have the driving force to the opposite sex. However, the means used berlain forth for each individual according to the background and culture of each.
3) Theory of Needs
This theory assumes that the actions taken by human beings is essentially to meet their needs, both physical and psychological needs requirements. Therefore, according to this theory, if a leader or educator intends to motivate someone, he should try to know in advance what the needs of people who will dimotivasinya. According to Maslow, humans have five levels of needs, namely:
• Psychological Needs are basic needs that are primary and vital, regarding the biological functions, such as the need for food, clothing and shelter, health and sexual needs.
• The need for a sense of security and protection (safety and security). As protection from the dangers and threats, disease, war, famine, and injustice.
• Social needs, which include, among others, need to be loved, is counted as a person, is recognized as a member of a group, a sense of solidarity and cooperation.
• The need for awards, including the need rewarded for achievement, ability, status and rank.
The need for self-actualization, as among other things the need for enhancing the potentials possessed,develop maximum restraint, creativity, and self-expression.
Sometimes the term "need" and "encouragement" are used interchangeably, but "needs" more often refers to a physiological state, of loss of tissues, and "encouragement" refers to the psychological effect of a requirement. Needs and drives running parallel but not identical.
1. Motivation
Motivation to learn means a boost from inside and from outside oneself or students to achieve success in the act of learning. This motivation is needed by the student to achieve the learning objectives.
Motivation to learn that there is arising of consciousness, and some due to environmental influences, such as the motivation of the teacher or the parents themselves.
Both types of motivation are equally instrumental in the act of learning, can equally affect the acquisition of learning outcomes, equally able to improve student achievement, and the alike can meet the needs of students who are doing the act of learning.
The best motivation is the motivation arising from within man ynag learn compared with the motivation that comes from outside of the man. If the motivation arising from within himself, drives it tirelessly, tdak timeless, always striving to achieve their needs. Before she reached her needs do not stop trying, cultivated however difficult. Because she felt something she does it so desperately needed. If the motivation is there in him they arise, without persuasion, without coercion, without diiming a prize or punishment, it will do so.
If the motivation was just coming from outside of how people learn, usually the child's motivation is limited, not constantly rolling. Depleted strength of the motivation from outside the likely impetus arising from within man that will be finished anyway. For example, if every child learn lured prize, then he will stop learning if they are not awarded prizes. Because the real willingness of learning had not come from within him, but because moved by the gift. So motivation caused by external influence in general is temporary and does not last long.
Based on the descriptions above, it can be concluded that students' motivation, both intrinsic and the extrinsic greatly affect the acquisition of student learning outcomes. Therefore, students' motivation to learn is indispensable in every act of learning accomplishments. Because the motivation to learn is the impulse that arises in students to act / acts with all his strength to meet the needs of the achievement of learning objectives / acquisition of better learning outcomes which is an academic achievement.CHAPTER II
THEORETICALA. Overview of Theoretical About Motivation
1. Definition of Motivation
Understanding the basic motivation is the internal state of the organism-both human and animals-that prompted him to do something. In this sense, motivation is the power suppliers (energizer) to behave directionally. Motivation can also be interpreted as the construction and the process of interaction between expectations and reality in the future both in the short, medium or long.
Mc.Donald in Tabarani, Kusnidar and Arifin explained that motivation is an act of energy in a person characterized by the emergence of feelings and reactions to achieve the goal. In this formulation, there are three important elements, namely:
a. That motivation led to a change in energy in every human being. The development is further motivation to bring some changes to the system neurophysiological worksheets in the human organism, and its appearance will involve human physical activity.
b. Motivation is marked by the emergence of a sense / feeling, affection for someone. In this case, the relevant affection with psychiatric problems, affection and emotion that can determine human behavior.
c. Motivation is characterized by reactions to achieve the goal.
According to Vroom, motivation refers to a process influence the choices individuals against various forms of activities that are required. Then John P. Campbell and friends add details in this definition by stating that include in it the motivation or goal behavior, response forces, and persistence of behavior. Meanwhile, according to Sukiyat, motivation is:
a. Any feelings that influence a person's desires so that people are encouraged to act.
b. The effect of the power generating behavior
c. The process of determining a person's movement or behavior to the objectives.
Not much different from the opinion of M. Othman Najati stating motivation is the driving force that evokes activity in living organisms, and cause behavioral and directed him towards a certain goal. Motivation has three (3) main components, namely:
a. Stir. In this case, the rise to power of individual motivation, leads a person to act in a certain way. For example, in the case of the power of memory, responses, effective response, and the likelihood of getting pleasure.
b. Directing. Bararti motivation driving behavior. Thus it provides an orientation purposes. Individual behavior directed toward something.
c. Prop. Motivation is used to maintain and sustain behaviors, the environment must strengthen the intensity and direction of the impulses and forces individuals.
In a further development, there are a few psikolagi motivation divide into two kinds, namely:
a. Intrinsic Motivation
Intrinsic motivation is the case and the circumstances that come from within the students themselves who can push action learning.
b. Extrinsic motivation
Extrinsic motivation is the case and the circumstances which come from outside the individual students who are also pushing for learning activities.
While Woodworth and motivation Marquis classified into three types, namely:
a. The needs of organic, namely motivation related needs, such as eating, drinking, needs to move and istirat / sleep, and so on.
b. Emergency motivation that includes the urge to save himself, the urge to retaliate, the urge to strive, an urge to pursue, and so on. This motivation arises if the situation demands rapid onset of activity and stronger than humans. In this case the motivation arising from one's desire, but because of stimulus from the outside.
c. Motivation objective, namely motivation directed toward a particular object or purpose around us, this motif include; the need for exploration, manipulation, interested. This motivation arises because of the encouragement to face the world effectively.
1. Objectives Motivation
Motivation aims to mobilize and simultaneously inspire someone to do something with all his strength so that what he wanted was to be achieved. Moving the means to enable a person, evocative means transferring power to a will, a will has been clearly marked with a desired result. It's just a willingness to be desired that vary according to the activities that will be carried out.
For parents and teachers, motivational goal is to move or push the student to the desire and willingness to improve their academic achievement in order to reach educational goals as expected and is expected in the school curriculum. From these examples, it is clear that every action has a purpose motivation. The more clearly the expected goals or to be achieved, it became clear anyway how to motivate action was performed. Motivate action will be more successful if the goal is clear and recognized by the motivated and in accordance with the needs of people who are motivated.
2. Uses Motivation
Usefulness of motivation, among others, as follows:
a. Motivation is very useful in moving to action, and as a motor that provides energy (the power) to a person to perform a task.
b. Motivation is also useful in determining the direction of action, ie towards the realization of a goal or aspiration.
c. Motivation is also useful in determining actions to do and actions which are not done in achieving a goal.
3. Theories of Motivation
1) Theory of Hedonism
Hedone is a Greek word meaning joy, pleasure, or pleasure. Hedonism is a school of philosophy which holds that the main purpose of human life is to seek pleasure (Hedone) worldly. In the view of hedonism, human beings are essentially concerned with a life full of fun and enjoyment. Therefore, each face a problem that needs solving, people tend to choose alternative solutions that could bring pleasure from the resulting hardship, difficulty, suffering and so forth.
The implication of this theory is the notion that all people will tend to avoid things that are difficult and troublesome, severe, or containing risks, and prefer to do something that brings pleasure to him.
2) Theory of Motivation Activities
The other main basic concepts of motivational theory is igniting motivation itself. Research in this field has discovered a mechanism that monitors the state of the organism and the mechanism that triggers the motivation, when the body is in imbalance.
3) Reaction Theory of Learned
This theory holds that the action or human behavior is not based on instincts, but is based on patterns of behavior learned from the culture in a person's life. People learn the most from the cultural milieu in which he lived and grew up. Therefore, this theory also called theory of the cultural environment. According to this theory, if a leader or an educator will motivate subordinates or his protege, leaders or educators should know actually walks of life and culture of the people they lead.1) Theory of Instincts
This instinct theory is an important part of the mechanism of human sight. The instinct is an innate biological forces, which affect a limb to apply a particular way in the right circumstances. So that all human thought and behavior are the result of inherited instincts and nothing to do with reason.
According to the theory of instinct, a person does not choose goals and actions, but controlled by the forces of default, which determines the objectives and actions to be undertaken. Freud also believed that in humans there is something unwittingly determine every attitude and human behavior.
2) Theory of Power Pusher
This theory is a blend of "instinct theory" and "theory learned reaction". Locomotion is a kind of instinct, but just sort of comprehensive power boost to a common direction. For example, a driving force of the opposite sex. All people in all cultures have the driving force to the opposite sex. However, the means used berlain forth for each individual according to the background and culture of each.
3) Theory of Needs
This theory assumes that the actions taken by human beings is essentially to meet their needs, both physical and psychological needs requirements. Therefore, according to this theory, if a leader or educator intends to motivate someone, he should try to know in advance what the needs of people who will dimotivasinya. According to Maslow, humans have five levels of needs, namely:
• Psychological Needs are basic needs that are primary and vital, regarding the biological functions, such as the need for food, clothing and shelter, health and sexual needs.
• The need for a sense of security and protection (safety and security). As protection from the dangers and threats, disease, war, famine, and injustice.
• Social needs, which include, among others, need to be loved, is counted as a person, is recognized as a member of a group, a sense of solidarity and cooperation.
• The need for awards, including the need rewarded for achievement, ability, status and rank.
The need for self-actualization, as among other things the need for enhancing the potentials possessed,develop maximum restraint, creativity, and self-expression.
Sometimes the term "need" and "encouragement" are used interchangeably, but "needs" more often refers to a physiological state, of loss of tissues, and "encouragement" refers to the psychological effect of a requirement. Needs and drives running parallel but not identical.
1. Motivation
Motivation to learn means a boost from inside and from outside oneself or students to achieve success in the act of learning. This motivation is needed by the student to achieve the learning objectives.
Motivation to learn that there is arising of consciousness, and some due to environmental influences, such as the motivation of the teacher or the parents themselves.
Both types of motivation are equally instrumental in the act of learning, can equally affect the acquisition of learning outcomes, equally able to improve student achievement, and the alike can meet the needs of students who are doing the act of learning.
The best motivation is the motivation arising from within man ynag learn compared with the motivation that comes from outside of the man. If the motivation arising from within himself, drives it tirelessly, tdak timeless, always striving to achieve their needs. Before she reached her needs do not stop trying, cultivated however difficult. Because she felt something she does it so desperately needed. If the motivation is there in him they arise, without persuasion, without coercion, without diiming a prize or punishment, it will do so.
If the motivation was just coming from outside of how people learn, usually the child's motivation is limited, not constantly rolling. Depleted strength of the motivation from outside the likely impetus arising from within man that will be finished anyway. For example, if every child learn lured prize, then he will stop learning if they are not awarded prizes. Because the real willingness of learning had not come from within him, but because moved by the gift. So motivation caused by external influence in general is temporary and does not last long.
Based on the descriptions above, it can be concluded that students' motivation, both intrinsic and the extrinsic greatly affect the acquisition of student learning outcomes. Therefore, students' motivation to learn is indispensable in every act of learning accomplishments. Because the motivation to learn is the impulse that arises in students to act / acts with all his strength to meet the needs of the achievement of learning objectives / acquisition of better learning outcomes which is an academic achievement.CHAPTER II
THEORETICALA. Overview of Theoretical About Motivation
1. Definition of Motivation
Understanding the basic motivation is the internal state of the organism-both human and animals-that prompted him to do something. In this sense, motivation is the power suppliers (energizer) to behave directionally. Motivation can also be interpreted as the construction and the process of interaction between expectations and reality in the future both in the short, medium or long.
Mc.Donald in Tabarani, Kusnidar and Arifin explained that motivation is an act of energy in a person characterized by the emergence of feelings and reactions to achieve the goal. In this formulation, there are three important elements, namely:
a. That motivation led to a change in energy in every human being. The development is further motivation to bring some changes to the system neurophysiological worksheets in the human organism, and its appearance will involve human physical activity.
b. Motivation is marked by the emergence of a sense / feeling, affection for someone. In this case, the relevant affection with psychiatric problems, affection and emotion that can determine human behavior.
c. Motivation is characterized by reactions to achieve the goal.
According to Vroom, motivation refers to a process influence the choices individuals against various forms of activities that are required. Then John P. Campbell and friends add details in this definition by stating that include in it the motivation or goal behavior, response forces, and persistence of behavior. Meanwhile, according to Sukiyat, motivation is:
a. Any feelings that influence a person's desires so that people are encouraged to act.
b. The effect of the power generating behavior
c. The process of determining a person's movement or behavior to the objectives.
Not much different from the opinion of M. Othman Najati stating motivation is the driving force that evokes activity in living organisms, and cause behavioral and directed him towards a certain goal. Motivation has three (3) main components, namely:
a. Stir. In this case, the rise to power of individual motivation, leads a person to act in a certain way. For example, in the case of the power of memory, responses, effective response, and the likelihood of getting pleasure.
b. Directing. Bararti motivation driving behavior. Thus it provides an orientation purposes. Individual behavior directed toward something.
c. Prop. Motivation is used to maintain and sustain behaviors, the environment must strengthen the intensity and direction of the impulses and forces individuals.
In a further development, there are a few psikolagi motivation divide into two kinds, namely:
a. Intrinsic Motivation
Intrinsic motivation is the case and the circumstances that come from within the students themselves who can push action learning.
b. Extrinsic motivation
Extrinsic motivation is the case and the circumstances which come from outside the individual students who are also pushing for learning activities.
While Woodworth and motivation Marquis classified into three types, namely:
a. The needs of organic, namely motivation related needs, such as eating, drinking, needs to move and istirat / sleep, and so on.
b. Emergency motivation that includes the urge to save himself, the urge to retaliate, the urge to strive, an urge to pursue, and so on. This motivation arises if the situation demands rapid onset of activity and stronger than humans. In this case the motivation arising from one's desire, but because of stimulus from the outside.
c. Motivation objective, namely motivation directed toward a particular object or purpose around us, this motif include; the need for exploration, manipulation, interested. This motivation arises because of the encouragement to face the world effectively.
1. Objectives Motivation
Motivation aims to mobilize and simultaneously inspire someone to do something with all his strength so that what he wanted was to be achieved. Moving the means to enable a person, evocative means transferring power to a will, a will has been clearly marked with a desired result. It's just a willingness to be desired that vary according to the activities that will be carried out.
For parents and teachers, motivational goal is to move or push the student to the desire and willingness to improve their academic achievement in order to reach educational goals as expected and is expected in the school curriculum. From these examples, it is clear that every action has a purpose motivation. The more clearly the expected goals or to be achieved, it became clear anyway how to motivate action was performed. Motivate action will be more successful if the goal is clear and recognized by the motivated and in accordance with the needs of people who are motivated.
2. Uses Motivation
Usefulness of motivation, among others, as follows:
a. Motivation is very useful in moving to action, and as a motor that provides energy (the power) to a person to perform a task.
b. Motivation is also useful in determining the direction of action, ie towards the realization of a goal or aspiration.
c. Motivation is also useful in determining actions to do and actions which are not done in achieving a goal.
3. Theories of Motivation
1) Theory of Hedonism
Hedone is a Greek word meaning joy, pleasure, or pleasure. Hedonism is a school of philosophy which holds that the main purpose of human life is to seek pleasure (Hedone) worldly. In the view of hedonism, human beings are essentially concerned with a life full of fun and enjoyment. Therefore, each face a problem that needs solving, people tend to choose alternative solutions that could bring pleasure from the resulting hardship, difficulty, suffering and so forth.
The implication of this theory is the notion that all people will tend to avoid things that are difficult and troublesome, severe, or containing risks, and prefer to do something that brings pleasure to him.
2) Theory of Motivation Activities
The other main basic concepts of motivational theory is igniting motivation itself. Research in this field has discovered a mechanism that monitors the state of the organism and the mechanism that triggers the motivation, when the body is in imbalance.
3) Reaction Theory of Learned
This theory holds that the action or human behavior is not based on instincts, but is based on patterns of behavior learned from the culture in a person's life. People learn the most from the cultural milieu in which he lived and grew up. Therefore, this theory also called theory of the cultural environment. According to this theory, if a leader or an educator will motivate subordinates or his protege, leaders or educators should know actually walks of life and culture of the people they lead.1) Theory of Instincts
This instinct theory is an important part of the mechanism of human sight. The instinct is an innate biological forces, which affect a limb to apply a particular way in the right circumstances. So that all human thought and behavior are the result of inherited instincts and nothing to do with reason.
According to the theory of instinct, a person does not choose goals and actions, but controlled by the forces of default, which determines the objectives and actions to be undertaken. Freud also believed that in humans there is something unwittingly determine every attitude and human behavior.
2) Theory of Power Pusher
This theory is a blend of "instinct theory" and "theory learned reaction". Locomotion is a kind of instinct, but just sort of comprehensive power boost to a common direction. For example, a driving force of the opposite sex. All people in all cultures have the driving force to the opposite sex. However, the means used berlain forth for each individual according to the background and culture of each.
3) Theory of Needs
This theory assumes that the actions taken by human beings is essentially to meet their needs, both physical and psychological needs requirements. Therefore, according to this theory, if a leader or educator intends to motivate someone, he should try to know in advance what the needs of people who will dimotivasinya. According to Maslow, humans have five levels of needs, namely:
• Psychological Needs are basic needs that are primary and vital, regarding the biological functions, such as the need for food, clothing and shelter, health and sexual needs.
• The need for a sense of security and protection (safety and security). As protection from the dangers and threats, disease, war, famine, and injustice.
• Social needs, which include, among others, need to be loved, is counted as a person, is recognized as a member of a group, a sense of solidarity and cooperation.
• The need for awards, including the need rewarded for achievement, ability, status and rank.
The need for self-actualization, as among other things the need for enhancing the potentials possessed,develop maximum restraint, creativity, and self-expression.
Sometimes the term "need" and "encouragement" are used interchangeably, but "needs" more often refers to a physiological state, of loss of tissues, and "encouragement" refers to the psychological effect of a requirement. Needs and drives running parallel but not identical.
1. Motivation
Motivation to learn means a boost from inside and from outside oneself or students to achieve success in the act of learning. This motivation is needed by the student to achieve the learning objectives.
Motivation to learn that there is arising of consciousness, and some due to environmental influences, such as the motivation of the teacher or the parents themselves.
Both types of motivation are equally instrumental in the act of learning, can equally affect the acquisition of learning outcomes, equally able to improve student achievement, and the alike can meet the needs of students who are doing the act of learning.
The best motivation is the motivation arising from within man ynag learn compared with the motivation that comes from outside of the man. If the motivation arising from within himself, drives it tirelessly, tdak timeless, always striving to achieve their needs. Before she reached her needs do not stop trying, cultivated however difficult. Because she felt something she does it so desperately needed. If the motivation is there in him they arise, without persuasion, without coercion, without diiming a prize or punishment, it will do so.
If the motivation was just coming from outside of how people learn, usually the child's motivation is limited, not constantly rolling. Depleted strength of the motivation from outside the likely impetus arising from within man that will be finished anyway. For example, if every child learn lured prize, then he will stop learning if they are not awarded prizes. Because the real willingness of learning had not come from within him, but because moved by the gift. So motivation caused by external influence in general is temporary and does not last long.
Based on the descriptions above, it can be concluded that students' motivation, both intrinsic and the extrinsic greatly affect the acquisition of student learning outcomes. Therefore, students' motivation to learn is indispensable in every act of learning accomplishments. Because the motivation to learn is the impulse that arises in students to act / acts with all his strength to meet the needs of the achievement of learning objectives / acquisition of better learning outcomes which is an academic achievement.
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