Pendidikan dan pengajaran adalah suatu proses yang sadar tujuan. Tujuan dapat diartikan sebagai suatu usaha untuk memberikan rumusan hasil yang diharapkan peserta didik setelah melaksanakan pengalaman belajar. Tercapai tidaknya tujuan pengajaran salah satunya adalah terlihat dari hasil belajar yang diraih peserta didik. Dengan prestasi yang tinggi, para peserta didik mempunyai indikasi berpengetahuan yang baik. Salah satu faktor yang mempengaruhi hasil belajar peserta didik adalah motivasi. Dengan adanya motivasi, peserta didik akan belajar lebih keras, ulet, tekun dan memiliki dan memiliki konsentrasi penuh dalam proses belajar pembelajaran. Dorongan motivasi dalam belajar merupakan salah satu hal yang perlu dibangkitkan dalam upaya pembelajaran di sekolah (Yogi Fernando et al., 2024, hal. 61).
Keberhasilan belajar siswa dapat ditentukan oleh motivasi yang dimilikinya. Siswa yang memiliki motivasi belajar tinggi cenderung prestasinya pun akan tinggi pula, sebaliknya motivasi belajarnya rendah, akan rendah pula prestasi belajarnya. Tinggi rendahnya motivasi dapat menetukan tinggi rendahnya usaha atau semangat seseorang untuk beraktivitas, dan tentu saja tinggi rendahnya semangat akan menentukan hasil yang diperoleh (Rahman, 2022, hal. 291).
(Sanjaya, 2006, hal. 249) mengatakan bahwa proses pembelajaran motivasi merupakan salah satu aspek dinamis yang sangat penting. Sering terjadi siswa yang kurang berprestasi bukan disebabkan oleh kemampuannya yang kurang, akan tetapi dikarenakan tidak adanya motivasi untuk belajar sehingga ia tidak berusaha untuk mengarahkan segala kemampuannya.
Motivasi belajar merupakan sesuatu keadaan yang terdapat pada diri seseorang individu dimana ada suatu dorongan untuk melakukan sesuatu guna mencapai tujuan. Menurut Mc Donald dalam (Kompri, 2016, hal. 229) motivasi adalah suatu perubahan energi di dalam pribadi seseorang yang ditandai dengan timbulnya afektif (perasaan) dan reaksi untuk mencapai tujuan.
Kehidupan manusia dipengaruhi oleh motivasi yang erat kaitannya dengan harapan dan kemauan belajar motivasi itu tumbuh dalam diri seseorang dapat mencapai tujuan belajar. Dalam belajar, motivasi itu tumbuh dalam diri seseorang dan dapat dirangsang dari luar. Motivasi belajar bukanlah sesuatu yang siap jadi, tetapi diperoleh dan dibentuk oleh lingkungan (Septiantoko, 2013, hal. 6)
Fungsi Motivasi Belajar
Motivasi akan menentukan intensitas usaha belajar bagi para siswa. Tinggi rendahnya motivasi belajar yang dimiliki siswa akan ditunjukan pada hasil belajar. Hasil belajar yang optimal apabila ada motivasi yang tinggi dalam belajar. Semakin tepat motivasi yang dimiliki semakin berhasil pula peserta didik tersebut dalam meraih hasil belajar yang diinginkan. Sependapat dengan (Syaodih Sukmadinata, 2007, hal. 163) yang mengatakan bahwa, “ Belajar perlu didukung oleh motivasi yang kuat dan konstan. Motivasi yang lemah serta tidak konstan akan menyababkan kurangnya usaha belajar yang pada akhirnya akan berpengaruh terhadap hasil belajar”.
Bentuk –Bentuk Motivasi Belajar
Belajar Ada beberapa bentuk dan cara untuk menumbuhkan motivasi dalam kegiatan belajar, di antaranya:
- Memberi angka
Angka dalam hal ini sebagai simbol dari nilai kegiatan belajarnya.banyak siswa belajar,yang utama justru untuk mencapai angka atau nilai yang baik.sehingga siswa biasanya yang dikejar adalah nilai ulangan atau nila-nilai pada rapor angkanya yang baik-baik. Angka-angka yang baik itu bagi para siswa merupakan motivasi yang sangat kuat. Tetapi ada juga, bahkan banyak siswa bekerja atau belajar hanya ingin mengejar asalkan naik kelas saja. Namun demikian semua itu harus di ingat oleh guru bahwa pencapaian angka-angka seperti itu belum merupakan hasil belajar yang sejati, hasil belajar yang bermakna. Oleh karena itu, langkah selanjutnya yang ditempuh oleh guru adalah bagamana cara memberikan angka-angka dapat dikaitkan dengan values yang terkandung didalam setiap pengetahuan yang di ajarkan kepada para siswa sehinggga tidak sekedar kognitif saja, tetapi juga keterampilan dan afektinya.
- Hadiah
Hadiah dapat juga di katakana sebagai motivas,tetapi tidaklah selalu demikian.karena hadia untuk suatu pekerjaan,mungkin tidak akan menarik bagi seseorang yang tidak senang dan tidak berbakat untuk sesuatu pekerjaan tersebut.sebagai contoh hadiah yang diberikan untuk gambar yang terbaik mungkin tidak akan menarik bagi seseorang siswa yang tidak memiliki bakat menggambar.
- Saingan/kompetisi
Saingan atau kompetisi dapat digunakan sebagai alat motivasi untuk mendorong belajar siswa.persaingan,baik persaingan individual maupun persaingan kelompok dapat meningkatkan prestasi belajar siswa.memamng unsur persaingan ini banyak dimanfaatkan di dalam dunia industri atau perdagangan,tetapi juga sangat baik di gunakan untuk meningkatan kegiatan belajar siswa.
- Ego-involvement
Menumbuhkan kesadaran pada siswa agar merasakan pentingnya tugas dan menerimanya sebagai tantangan sehingga bekerja keras dengan mempertaruhkan harga diri,adalah sebagai salah satu bentuk motivasi yang cukup penting seseorang akan berusaha dengan segenap tenaga untuk mencapai prestasi yang baik dengan menjaga harga dirinya.penyelesaian tugas dengan baik adalah simbol kebanggaan dan harga diri,begitu juga untuk siswa si subyek belajar.para siswa akan belajar dengan keras bisa jadi karena harga dirinya.
- Memberi ulangan
Para siswa akan menjadi giat belajar kalau mengetahui aka nada ulangan. Oleh karena itu, member ulangan ini juga merupakan sarana motivasi.Tetapi yang harus diingat oleh guru, adalah jangan selalu sering karena bisa membosankan dan bersifat rutinitas. Dalam hal ini guru juga harus terbuka, maksudnya kalau akan ulangan harus diberitahukan kepada siswanya
- Mengetahui hasil
Dengan mengetahui hasil pekerjaan, apalagi kalau terjadi kemajuan, akan mendorong siswa untuk giat belajar. Semakin mengetahui bahwa grafik hasil belajar meningkat,maka akan ada motivasi pada diri siswa untuk terus belajar, dengan suatu harapan hasilnya terus meningkat.
- Ujian
Apabila ada siswa yang sukses yang berhasil menyelesaikan tugas dengan baik, perlu diberikan pujian,pujian ini adalah bentuk reinforcement yang positif dan sekalgus merupakan motivasi yang baik
- Hukuman
Sebagai reinforcement yang negative tetapi kalau diberikan secara tepat dan bijak bisa menjadi alat motivasi.Oleh karena itu guru juga harus memahami prinsip-prinsip pemberin hukuman.
- Hasrat untuk belajar
Hasrat untuk belajar, berarti ada unsur kesengajaan ada maksud ntuk belajar. Hal ini akan lebih baik, bila dibandingkan segala sesuatu kegiatan yang tanpa maksud.
- Minat
Motivasi sangat erat hubungannya dengan minat.Motivasi muncul karena ada kebutuan.Juga minat sehingga tepatlah kalau minat merupakan alat motivasi yang pokok. Proses belajar itu akan berjalan lancar kalau disertai dengan minat (Rahman, 2022, hal. 294–296)
Cara Memotivasi Siswa Dalam Belajar
Menurut De Decce dan Grawford (Djamarah & Zain, 2010, hal. 169) ada empat fungsi sebagai pengajar yang berhubungan dengan cara pemeliharaan dan peningkatan motivasi belajar anak didik, memberikan harapan yang realistis, memberikan insentif, dan mengarahkan perilaku anak didik ke arah yang menunjang tercapainya tujuan pengajaran.
- Menggairahkan
Anak Didik Guru harus menghindari hal-hal yang monoton dan membosankan. Ia harus selalu memberikan kepada anak didik cukup banyak hal-hal yang perlu dipikirkan dan dilakukan. Guru harus memelihara minat anak didik dalam belajar, yaitu dengan memberikan kebebasan tertentu untuk berpindah dari satu aspek ke aspek pelajaran dalam situasi belajar.
- Memberikan Harapan
Realistis Seorang guru perlu memiliki pengetahuan yang cukup mengenai keberhasilan atau kegagalan akademis setiap anak didik dimasa lalu. Bila anak didik telah banyak mengalami kegagalan, maka guru harus memberikan sebanyak mungkin keberhasilan kepada anak didik. Harapan yang diberikan tentu saja terjangkau dan dengan pertimbangan yang matang. Karena harapan yang tidak realistis adalah kebohongan dan itu yang tidak disenangi oleh anak didik.
- Memberikan Insentif
Bila anak didik mengalami keberhasilan, guru diharapkan memberikan hadiah kepada anak didiknya (dapat berupa pujian, angka yang baik, dan sebagainya) atas keberhasilannya, sehingga anak didik terdorong untuk melakukan usaha lebih lanjut guna mencapai tujuan-tujuan pengajaran.
- Mengarahkan perilaku anak didik
Cara mengarahkan perilaku anak didik adalah dengan memberikan penugasan, bergerak mendekati, memberikan hukuman yang mendidik, menegur dengan sikap lemah lembut dan dengan perkataan yang ramah dan baik.
Hasil Belajar
Hasil belajar terdiri dari dua kata yaitu hasil dan belajar, kedua kata tersebut memiliki arti yang berbeda, sehingga untuk memahami pengertian hasil belajar maka penulis akan jabarkan makna dari kedua kata tersebut.
Belajar sebagai kegiatan yang berproses merupakan unsur yang sangat fundamental dalam penyelenggaraan setiap jenis dan jenjang pendidikan. Ini berarti bahwa, berhasil atau gagalnya pencapaian tujuan pendidikan itu amat bergantung pada proses belajar yang dialami oleh siswa, baik ketika ia berada di sekolah maupun di rumah. Oleh sebab itu, belajar merupakan hal yang sangat penting, karena hanya melalui belajarlah ilmu pengetahuan dapat diraih. (Rahman, 2022, hal. 296)
Menurut Hamalik hasil belajar adalah sebagai terjadinya perubahan tingkah laku pada diri seseorang yang dapat diamati dan diukur bentuk pengetahuan, sikap dan keterampilan. Perubahan tersebut dapat diartikan sebagaimterjadinya peningkatan dan pengembangan yang lebih baik dari sebelumnya dan yang tidak tahu menjadi tahu (Hamalik, 2003).
Hasil belajar adalah hasil yang diberikan kepada siswa berupa penilaian setelah mengikuti proses pembelajaran dengan menilai pengetahuan, sikap, ketrampilan pada diri siswa dengan adanya perubahan tingkah laku (Yogi Fernando et al., 2024, hal. 66)
Daftar Pustaka
Djamarah, S. B., & Zain, A. (2010). Strategi belajar mengajar. Rineka Cipta.
Hamalik, O. (2003). Proses belajar mengajar.
Kompri, M. P. I. (2016). Motivasi Pembelajaran Perspektif guru dan siswa. In Bandung: PT Remaja Rosdakarya.
Rahman, S. (2022). Pentingnya motivasi belajar dalam meningkatkan hasil belajar. Prosiding Seminar Nasional Pendidikan Dasar.
Sanjaya, D. H. W. (2006). Strategi pembelajaran berorentasi standar proses pendidikan.
Septiantoko, R. (2013). Pengaruh Motivasi Belajar Dan Lingkungan Keluarga Terhadap Hasil Belajar IPS Siswa SMP Negeri 2 Srandakan. Diperoleh dari https://eprints. uny. ac. id/18572/5/E% 20BAB% 20IV. pdf. https://eprints.uny.ac.id/18572
Syaodih Sukmadinata, N. (2007). Metode penelitian pendidikan. Bandung: Remaja Rosda Karya.
Yogi Fernando, Popi Andriani, & Hidayani Syam. (2024). Pentingnya Motivasi Belajar Dalam Meningkatkan Hasil Belajar Siswa. ALFIHRIS : Jurnal Inspirasi Pendidikan, 2(3), 61–68. https://doi.org/10.59246/alfihris.v2i3.843
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