Rohmawati, Linda (2007) PERBEDAAN MOTIVASI BERPRESTASI ANTARA MAHASISWA SUKU JAWA DAN SUKU MADURA. Other thesis, University of Muhammadiyah Malang.
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Motivation has long since become one of the main discussions and research psychologists, Praise be to Allaah shape behaviors and Individual performance is dominated by a large part of motivation background. An individual has a degree in doing something driven by motivation. Levels of motivation include: The first motivation is based on fear (fear motivation), motivation The second is because they want to achieve something (achievement motivation), while the third motivation is motivation that is driven by the strength of in the (inner motivation), that is because it is based by the mission or purpose life (www.Suaraharapan.co.id). Achievement motivation is one important factor that can encourage individuals to achieve the desired performance. In a teaching and learning, achievement motivation and drive and direct the individual action-oriented so that the motivation success achievement is the potential of individuals who become the main foundation of capacity building process. Ability is what determines the dominant someone's success. McClleland (1987) in Kartika et al (2000: 381) show that was a strong need for achievement related to the extent the person is motivated to do their job. He further explained that the features that appear on people's behavior have high achievement motive is enjoying the kind of work demanding personal responsibility, seek reversal of their deeds, happy choose the task or job that contains a challenge to the level the risk is real but can be achieved, and more creative and trying to do something new ways. Hidayat & Prakoso (1997: 53), states that the motivation achievers also implies the existence of desires, hopes, plans, objectives, sincerity and determination. This behavior remains cause business done will remain, although the encounter obstacles. Motivation encourage achievement behavior will not stop trying, before aspiration or expectation that is achieved. This leads to achievement motivation drives the potential to achieve the ideals. In everyday life, there are a variety of roles undertaken by individual as a teenager. One is its role as a student. The degree to which students with a strong achievement motivation to demonstrate achievement-oriented behavior. For example, if a student in the exam and stay calm, no matter which discourage it, at least from within himself, he was able to master the own condition. But if students have a sense of fear failure or panic in the exam, although he has motivation for student achievement still will have difficulty in order to achieve maximum performance (www.Librarygunadarma.ac.id). Heckhausen (in Bharat, 1996: 39) cites research about the relationship with the results of learning achievement motivation conducted by McClleland, Rosen, Weiss, Shaw, Uhlinger and Stoppen, Meyer, namely The sixth person research results prove that students and students who have high achievement motivation showed results learning are good also. He also noted that in general someone who has a high achievement motivation tend to be complete tasks in the study. He did not question the whether the task is difficult or easy. Conversely a person who motivated Low achievers are reluctant to face difficult tasks. On the other hand individuals have different ways of fulfilling needs will succeed, in the process of an individual's life will always good cultural environment-related norms, values, rules, institutions, buildings, equipment to outfit the inherent a cultural environment that affects individual personality concerned. These cultural factors influence the attitudes, behaviors, habits, or a particular sentiment therein behavior Achievement motivation. Dayakisni & Yuniardi (2004: 10) says that culture can drawn as a set of attitudes, values, beliefs, and behaviors that are owned by a group of people, however there are degrees of difference in each individuals and communicated from one generation to the next. As in studies conducted by Martaniah on Javanese and Chinese adolescents in several high schools in Yogyakarta. In this study This is not all social motives will be examined, but only limited to three kinds of social motives, namely (a) the motives of achievement, (b) affiliation motive, (c) motif berkuasa.Adapun comparison results of these studies show the existence of significant differences in achievement patterns between ethnic groups, with a mean score of Chinese descent group was 1.62 and the mean score Javanese descent group is 1.26. So the teenagers of Chinese descent have higher achievement motivation than adolescents Java. As in other societies, even in the Java community own culture. Attitude systems, guidelines, rules, doctrine and ethics prevailing on the island of Java, based on respect and harmony. In his research Dayakisni (2004: 67) found that in Javanese student needs the most dominant within the individual is the need intraception (more favor feelings), nurturance need (Helping others) and need succorance (need sympathy other). This is in accordance with the values outlined in the culture Java, which emphasizes the principle of respect to others especially the elderly (Ngabekti) and harmony. In order to actualize these principles, the second individuals would be expected to have skills in understand the feelings, thoughts and motives of others so that he could 5 align with the needs of others. While the desire to be free and independent is less dominant than the Madurese. Iswahyudi (1997: 351) also says that individuals in the Tribe Java is assumed as follows: less tenacious, like taking shortcuts, less time-tested, easy to surrender by the burden of life, and slow (well-known with its motto: Alon-Alon Waton kelakon, meaning slowly origin until goals or ideals.) This can be indicated as a motivation low from an individual to achieve or success. Unlike the Ethnic Madurese have tenacity and hard work to achieve success because of tenacity, they are willing to work despite any rough (www.Kedaulatanrakyat.com). It can be seen of the nature of Madurese who stand out, as described by Hendro is, shame. "Ango'an potea Tolang, e cutting Pote eye", so their motto. This means better bones than berputih berputih eye. That would rather die than bear the shame. They were embarrassed when dirantau failed. Thus, the nomads had fought vigorously to Madura acquire the land and houses in the overseas as a form of success them. The survey results in West Kalimantan, on 2 March 1997 say that most people who go abroad Tribe Madura, successful career there as a businessman and member Parliament (www.hamline.edu). It also seems different things with the Tribe Java, need order (Ordering others) and need abasement (easy to feel guilty and 6merendahkan themselves) in the group of Madurese more prominent than Javanese groups. This shows that people prefer Madura seeded in the competition, influence and control others. Motivation is in accordance with the traditions of the community values highly Madura uphold the dignity. The need to excel Tribe Madura supported by the need orders show that it achievers desire tend to desire to be the best in terms of superior and master of others, courage to face challenges in addition to ductile work and oriented to the future. It appears also, that they tend to be rather concerned before it managed to achieve success (in Dayakisni, 2004: 67-68). With ethnic differences in the values, norms and also adopted different habits. Similarly, achievement motivation is revealed by the Javanese and Madurese communities will also different. It can be concluded that the rate differential is affect one's personality in the act, as well as the indicated in achievement motivation behavior. So, there is a correlation between ethnic differences in achievement motivation, it means tribes different achievement motivation will show a different attitude as well. By looking at the description above, the researcher is interested in studying about Achievement Motivation Differences In Javanese and Ethnic Students Madura.
|Item Type:||Thesis (Other)|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Divisions:||Faculty of Psychology > Department of Psychology|
|Depositing User:||Rayi Tegar Pamungkas|
|Date Deposited:||26 Jun 2012 07:01|
|Last Modified:||26 Jun 2012 07:01|
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