Motivasi Belajar Anak Tunarungu dalam Pendidikan Jasmani Adaptif di SLB Negeri 1 Mataram
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Masalah penelitian ini adalah belum jelasnya kecenderungan motivasi intrinsik dan ekstrinsik siswa tunarungu dalam mengikuti pendidikan jasmani adaptif di SLB Negeri 1 Mataram. Penelitian ini bertujuan mendeskripsikan tingkat motivasi belajar siswa tunarungu berdasarkan faktor intrinsik dan ekstrinsik. Metode penelitian menggunakan pendekatan deskriptif kuantitatif dengan survei angket. Sampel penelitian adalah seluruh siswa tunarungu aktif yang mengikuti pendidikan jasmani adaptif, berjumlah 28 siswa, sehingga teknik pengambilan sampel menggunakan sampling jenuh. Instrumen penelitian berupa angket 39 butir dengan skala Likert. Data dianalisis menggunakan statistik deskriptif berupa skor, rata-rata, frekuensi, dan persentase. Hasil penelitian menunjukkan motivasi intrinsik berada pada kategori tinggi dengan 18 siswa (64,29%), sedangkan motivasi ekstrinsik lebih dominan dengan 27 siswa (96,43%) pada kategori tinggi. Kesimpulannya, motivasi belajar siswa tunarungu tergolong tinggi dan lebih banyak dipengaruhi faktor eksternal.
Learning Motivation of Deaf Students in Adaptive Physical Education at SLB Negeri 1 Mataram
Abstract
The problem of this study was the unclear tendency of intrinsic and extrinsic motivation among deaf students in adaptive physical education at SLB Negeri 1 Mataram. This study aimed to describe deaf students’ learning motivation based on intrinsic and extrinsic factors. A quantitative descriptive survey method was used. The sample consisted of all active deaf students participating in adaptive physical education, totaling 28 students; therefore, saturated sampling was applied. The research instrument was a 39-item Likert-scale questionnaire. Data were analyzed using descriptive statistics, including scores, means, frequencies, and percentages. The results showed that intrinsic motivation was in the high category, with 18 students (64.29%), while extrinsic motivation was more dominant, with 27 students (96.43%) in the high category. In conclusion, deaf students’ learning motivation was high and was more strongly influenced by external factors.
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