1) The document discusses definitions of motivation according to several motivation theories including behavioral, social, cognitive, and humanist perspectives. It outlines factors that influence motivation such as needs, reinforcement, expectations, and emotions. 2) Intrinsic and extrinsic motivation are explained, with intrinsic motivation arising from internal satisfaction and extrinsic from external factors like rewards. The ARCS model of capturing attention, relevance, confidence and satisfaction is also introduced. 3) The video game model of motivation is presented as breaking learning into achievable challenges with frequent feedback to build confidence and persistence through challenges. Buy-in, achievable challenge, and feedback strategies are suggested to engage students and prevent boredom or frustration.

1. GE6563: STRATEGI PENGAJARAN
Motivasi dalam P-P

2. Rangka Perbincangan
• Apa itu Motivasi?
• Teori-teori motivasi

3. Definisi motivasi dan faktor yang
mempengaruhi motivasi
mengikut perspektif beberapa
teori motivasi

4. Motivation
• Motivation is defined as the
process that initiates, guides, and
maintains goal-oriented
behaviors.
• Motivation is what causes us to
act, whether it is getting a glass
of water to reduce thirst or
reading a book to gain
knowledge.

5. Motivation
"The term motivation refers to
factors that activate, direct, and
sustain goal-directed behavior...
Motives are the "whys" of
behavior - the needs or wants
that drive behavior and explain
what we do.

6. Motivation
Motivation involves the
biological, emotional, social and
cognitive forces that activate
behavior.
In everyday usage, the
term motivation is frequently used
to describe why a person does
something.

8. Definisi Motivasi
• Motivasi merupakan satu keadaan dalaman
yang membangkitkan, mengarah dan
mengekalkan tingkah laku
– arouses us to action
– pushes us in particular directions
– keeps us engaged in certain activities
• Motivasi menentukan sejauhmana pelajar
sebenarnya akan belajar

9. Kenapa Motivasi???

10. Jika pelajar bermotivasi untuk
belajar, dia akan…..
• engage in an activity with greater energy and
activity.
• set goals for himself.
• increase time on task by initiating work and by
persisting despite difficulty and interruptions.
• be cognitively engaged, i.e. actually thinking
about what’s being taught.

11. Kepentingan Motivasi
• Students will always
be motivated by
something.
• It is our
responsibility to
determine WHAT
motivates students.

12. Teori-teori motivasi
• Apakah teori-teori motivasi yang anda
tahu?
• Apa yang mendorong atau mengurangkan
sesorang melakukan sesuatu
• 4 perspektif:
• Teori tingkah laku
• Teori sosial
• Teori kognitif
• Teori humanistik

13. Perspektif tingkah laku
Setiap pendekatan dalam teori
tingkahlaku mencadangkan factor
yang mempengaruhi motivasi
• Teori pelaziman klasik
• Teori pelaziman operan

14. Teori tingkah laku
• Teori pelaziman klasik menyatakan bahawa
respon biological kepada rangsangan
menggerakkan dan mengarahkan tingkah laku
• Pelaziman operan pula menyatakan bahawa
factor utama motivasi ialah konsekuen.
Penekanan kepada konsep peneguhan dan
dendaan

15. Teori tingkah laku
• Menerangkan motivasi dari konteks teori
peneguhan
• T/l dibentuk/dikekalkan melalui konsekuen yang
diterima individu
• Peneguhan akan meningkatkan/mengekalkan t/l
• Denda akan mengurangkan/ menghilangkan t/l

16. Teori pembelajaran sosial
• Albert Bandura
• Menekankan pembelajaran peniruan
(modelling) dan pembelajaran
‘vicarious sebagai faktor motivasi yang
penting

18. Perspektif tingkah laku
Menekankan hukuman dan
ganjaran dari luar dalam
menentukan motivasi pelajar

19. Perspektif kognitif
• Fokus kepada:
• motivasi dalaman,
• Kompetensi dan jangkaan pelajar,
• atribusi dan kepercayaan pelajar tentang
sejauhmana meraka boleh mengawal
keadaan dan persekitaran pembelajaran

20. Teori attribusi
• Teori ini mencadangkan bahawa setiap individu
cuba menjelaskan kejayaan atau kegagalan
mereka kepada sama ada:
– faktor dalaman atau luaran dan sama ada
faktor tersebut
– di dalam atau di luar kawalan mereka

21. Teori Atribusi
Dalaman Luaran
Tiada kawalan Kebolehan Nasib
Dalam
kawalan
Usaha Tugasan yang
susah

22. Teori jangkaan
• Motivasi = Ekpektasi kejayaan x
Instrumentaliti(Kaitan antara aktiviti dan
kejayaan) x Nilai(makna kejayaan)
• Ketiga-tiga aspek tersebut mesti tinggi
untuk memotivasikan pelajar melibatkan
diri dalam aktiviti pembelajaran

23. Teori Jangkaan

24. Teori Kognitif “dissonance”
• Menyatakan bahawa jika terdapat konflik atau
jurang kognitif, individu akan cuba
menyelesaikannya
• Jika guru dapat wujudkan keadaan
ketidakseimbangan kognitif dalam bilik darjah,
pelajar akan bermotivasi untuk menyelesaikan
ketidakseimbangan tersebut

25. Perspektif humanistik
Menekankan
keupayaan
pelajar untuk
perkembangan
kendiri,
kebebasan
memilih, dan
kualiti positif

26. Teori hirarki keperluan Maslow
‘Deficiency needs’
• ‘Survival’
• ‘Pre-requisite’
– Keperluan asas untuk
hidup
– Keselamatan
– Rasa dipunyai
– Esteem kendiri
‘Being needs’
• ‘Endlessly renewed’
• ‘Whole person’
– Intelek/pencapaian
– Estetik
– Kesempurnaan kendiri
‘Self-actualization’

27. Teori Hirarki Keperluan Maslow
Keperluan
Kesempurnaan
Kendiri
Keperluan Estetik
K. Mengetahui & memahami
Keperluan Esteem
Keperluan kasih sayang & rasa dipunyai
Keperluan keselamatan
Keperluan fisiologi
Keperluan
Perkembangan
‘Being (growth)
Needs’
Keperluan
kekurangan
Motivasi meningkat
Bila keperluan
dipenuhi
Motivasi
menurun
Bila keperluan
dipenuhi

29. Teori humanistik
1) Physiological: hunger, thirst, bodily comforts,
etc.;
2) Safety/security: out of danger;
3) Belonginess and Love: affiliate with others, be
accepted; and
4) Esteem: to achieve, be competent, gain
approval and recognition.

30. Teori humanistik
5) Cognitive: to know, to understand, and
explore;
6) Aesthetic: symmetry, order, and beauty;
7) Self-actualization: to find self-fulfillment and
realize one's potential; and
8) Self-transcendence: to connect to something
beyond the ego or to help others find self-
fulfillment and realize their potential.

31. Rumusan
• Definisi motivasi dan faktor yang
mempengaruhi motivasi mengikut perspektif
beberapa teori motivasi

32. Part 2
Kenapa motivasi

33. Peranan emosi dalam
pembelajaran

44. Getting Attention:
How will you begin this lesson to engage learners’
attention?
• The attention filter (RAS) gives priority to sensory
input that is different than the expected pattern.
Novelty, such as changes in voice, unusual objects,
songs playing when they enter the classroom, will
ignite students’ curiosity and increase likelihood of
the related lesson material being selected by the RAS
attention filter.

45. Positive Climate and Stress Reduction:
What will you do to create a positive climate? What
strategies will you use to teach and promote stress
reduction (e.g. mindfulness, visualization, etc.)
• After information passes through the RAS attention
filter it reaches the emotional switching station
called the amygdala. For information to pass
through the amygdala successfully, the brain should
not be in a state of high stress.

46. Definisi Motivasi
• Motivasi merupakan satu keadaan dalaman
yang membangkitkan, mengarah dan
mengekalkan tingkah laku
– arouses us to action
– pushes us in particular directions
– keeps us engaged in certain activities
• Motivasi menentukan sejauhmana pelajar
sebenarnya akan belajar

47. Bagaimana memotivasikan
pelajar?

48. Motivasi intrinsik dan ekstrinsik
Intrinsik
• Dorongan yang
timbul dari dalam
diri
Ekstrinsik
• Dorongan timbul
hasil daripada faktor
luaran

49. Motivasi intrinsik dan ekstrinsik
• Intrinsik
Keinginan belajar disebabkan oleh minat
dalaman
Hendak belajar kerana kepuasan atau
keseronokan yang diperoleh daripada
pengalaman pembelajaran tersebut
‘learning for the sake of learning’ untuk
mencapai objektif tertentu

50. Motivasi intrinsik dan ekstrinsik
• Ekstrinsik
Motivasi yang dicipta oleh faktor luaran
Merujuk kepada penggunaan ganjaran untuk
menggalakkan pelajar belajar
Ch: gred yang bagus, hadiah, pengiktirafan

51. Motivasi intrinsik dan ekstrinsik
• Pelajar bermotivasi Intrinsik
Memberikan lebih usaha; memproses
maklumat secara mendalam dan belajar lebih
serta tugasan yang agak mencabar
• Pelajar bermotivasi Ekstrinsik
Suka tugasan yang mudah; memberikan
usaha yang minimal asalkan cukup untuk
mendapatkan ganjaran

52. The ARCS Model
• ARCS Model: This model really captures the
teacher’s role in motivation
 Attention: capturing students’ interests and curiosity
 Relevance: meeting students’ personal needs and
goals
 Confidence: helping students believe that they will
succeed
 Satisfaction: reinforcing students’ accomplishments
through extrinsic or intrinsic rewards

53. Sustaining Attention:
What will you do to sustain students’ attentive focus
throughout the lesson?
• The brain seeks the pleasure response of making
correct predictions. When students have the
opportunity to make and change predictions
throughout a lesson, attention is sustained as the
brain seeks clues to make accurate predictions.
Individual response tools can be used to make
predictions and reduce mistake anxiety.

54. Motivation and Perseverance:
Which dopamine boosters will be included in
your lesson?
• The brain seeks the pleasure response to
increased dopamine. Incorporating dopamine
boosters (e.g., humor, movement, listening to
music, working with peers) increases
attention, motivation, and perseverance

63. Video game model for motivation
1. Buy in goal
2. Achievable challenge
3. Frequent feedback of
incremental progress

64. Buy-in:
How will you help students see value and
relevance in what they are learning – so they
want to know what you have to teach?
• Motivation and effort increase when the brain
expects pleasure. Buy-in examples include
personal relevance, prediction, and
performance tasks connecting to students’
interests and strengths.

69. Achievable challenge:
How will you tailor the lesson to address students’ differences in
readiness, learning profile, and interests?
• Differentiation allows students to work at their achievable
challenge level.
• The students who understand the new topic, if required to
keep reviewing with the group, may become bored and
therefore stressed.
• If it is too challenging they will become frustrated.
• By providing learning opportunities within their range of
achievable challenge, students engage through expectation of
positive experiences.

73. Frequent Formative Assessment and Feedback:
1. How will you monitor students’ progress towards acquisition, meaning
making, and transfer, during lesson events?
2. How will students get the feedback they need and opportunities to make
use of it?
• Effort is withheld when previous experiences have failed to achieve
success.
– Breaking down learning tasks into achievable challenge segments, in
which students experience, and are aware of, success on route to
learning goals (e.g. analytic rubrics, effort-to-progress graphs)
– and reflect on what they learned and how they learned,
• builds their confidence that their effort can bring them closer to their
goals.

76. Neuro-logical succession
progression
Challenges
achieved
Incremental
progress link to
effort
Building of
confidence
Resilience:
preserevere
through challenge
and setback
Willing to take risk
of participation
Growth Mindset

78. Rumusan
• Apa itu Motivasi?
• Teori-teori motivasi
• Motivasi intrinsik dan ekstrinsik
• Motivasi dan Strategi Pengajaran
– Peranan emosi dalam pembelajaran
– Model video game untuk memotivasikan
pelajar

79. The video game model of teaching can help to prevent
boredom and frustration
• When students fail to find relevance or learning experiences
are below their achievable challenge level (too easy), they
are likely to feel bored.
• Boredom and frustration are very stressful. When students
are bored or frustrated information is not likely to pass
successfully through the amygdala.
• When students work in their zones of achievable challenge
(not too hard, not too easy) information that they learn will
pass successfully through the amygdala to the PFC.
• They will be in a positive mood state and motivated to sustain
engagement, effort, and perseverance through challenges.

80. Aktiviti kumpulan
• Berdasarkan satu tajuk pilihan anda,
terangkan bagaimanakah model video game
boleh digunakan dalam merancang sesi
pembelajaran yang dapat memotivasikan
pelajar
• Upload hasil kerja anda di:
• https://padlet.com/saemahukm/MyMotivasi2017

81. Aplikasi video game model
Buy-in strategies:
Achievable challenge
strategies:
Frequent feedback of
incremental goal progress
strategies:

83. Terima kasih