Indonesian pre-service teachers learning motivations and goal achievements: A qualitative study

Abstract

Abstract. The purpose of the present study was to investigate Indonesian pre-service teachers' motivation and achievement goal who studied abroad. The participants of the study were two Indonesian students who enrolled at Secondary Science and Mathematics Education Department on one public university in Ankara, Turkey. Semi structured interview and classroom observation were conducted to understand participants' motivation, achievement goal and the ways to develop it. Findings of the study indicated that by considering Self-Determination Theory participants demonstrated various types of motivation, to wit: amotivation, intrinsic and extrinsic motivation to study. In addition, in compliance with the 3 x 2 achievement goal model, they held multiple types of achievement goals. Different types of motivations and achievement goals led them to exhibit different means in developing their motivations and achievement goals. Implications of the study are discussed.

Peran pengaturan diri dan konsep diri terhadap prestasi pelajaran IPS

“…Hasil belajar IPS memiliki korelasi dengan kemandirian belajar dan konsep diri siswa. Kemandirian belajar merupakan hal yang penting dalam proses pembelajaran (Aziz, Purnomo, & Pramudiani, 2017), termasuk pada pembelajaran IPS. Kemandirian belajar merupakan sifat, sikap, dan kemampuan yang dimiliki peserta didik untuk melakukan kegiatan belajar secara mandiri baik dengan sedikit bantuan orang lain ataupun tannpa bantuan orang lain untuk menguasai kompetensi tertentu hingga dapat menyelesaikan masalah yang terjadi dalam kehidupannya sehari-hari dan juga menyelesaikan permasalahan dalam hasil belajarnya.…”

Pre-Service Mathematics Teachers’ Self-Efficacy and Performance: A Case Study of Education Colleges in Kwara State, Nigeria

“…The connection between motivation and the mathematics performance of pre-service teachers has also been established. For example, research studies conducted by Awofala and Falolu (2012) and Aziz, Purnomo, and Pramudiani (2017) have demonstrated statistically significant positive associations between mathematics teachers' motivation and their performance.…”