PERAN DOSEN DALAM MENINGKATKAN MOTIVASI BELAJAR MAHASISWA PENDIDIKAN BAHASA ARAB UNIVERSITAS JAMBI BERDASARKAN TEORI MC CLELLAND

Dea, Suci Fitri (2024) PERAN DOSEN DALAM MENINGKATKAN MOTIVASI BELAJAR MAHASISWA PENDIDIKAN BAHASA ARAB UNIVERSITAS JAMBI BERDASARKAN TEORI MC CLELLAND. S1 thesis, UNIVERSITAS JAMBI.

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Abstract

ABSTRAK Dea, Suci Fitri. 2024. Peran Dosen dalam Meningkatkan Motivasi Belajar Pada Mahasiswa Pendidikan Bahasa Arab Universitas Jambi Berdasarkan Teori McClelland: Skripsi, Jurusan Pendidikan Bahasa Arab, FKIP Universitas Jambi, Pembimbing ( I ) Dr. Mulyadi, M.Pd.I. ( II ) Ady Muh. Zainul Mustofa,M.Pd. Kata Kunci: Motivasi belajar, peran dosen, kendala mahasiswa, teori McClelland. Penelitian ini bertujuan untuk mendeskripsikan peran dosen dalam meningkatkan motivasi mahasiswa dan kendala yang dialami mahasiswa Pendidikan Bahasa Arab Universitas Jambi berdasarkan teori McClelland. Penelitian ini dilakukan di Program Studi Pendidikan Bahasa Arab Fakultas Keguruan dan Ilmu Pendidikan Universitas Jambi. Jenis penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data penelitian diperoleh dengan cara observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa dosen memiliki peran penting dalam meningkatkan motivasi belajar mahasiswa melalui tiga aspek utama sesuai dengan teori McClelland. Pertama, dalam kebutuhan akan prestasi (need for achievement), dosen memberikan tantangan akademik yang realistis melalui metode seperti Project-Based Learning (PjBL) dan umpan balik yang konstruktif, yang mendorong mahasiswa untuk mencapai hasil belajar yang lebih baik. Kedua, terkait kebutuhan akan kekuasaan (need for power), dosen melibatkan mahasiswa dalam berbagai aktivitas seperti presentasi, debat, dan diskusi, yang tidak hanya meningkatkan motivasi belajar tetapi juga memperkuat rasa percaya diri dan kemampuan kepemimpinan. Ketiga, dalam kebutuhan akan hubungan sosial (need for affiliation), dosen menciptakan suasana kelas yang kondusif untuk interaksi sosial melalui kerja kelompok dan kegiatan interaktif seperti presentasi, ice breaking, dan games yang membantu mahasiswa merasa lebih terlibat dalam proses pembelajaran. Namun, selain peran positif dosen, mahasiswa juga menghadapi kendala internal dan eksternal yang menghambat proses belajar. Kendala internal meliputi keterbatasan dasar bahasa Arab, terutama bagi mahasiswa yang berasal dari sekolah umum, serta rendahnya motivasi karena ketidaksesuaian ekspektasi terhadap pembelajaran bahasa Arab di perguruan tinggi. Kendala eksternal mencakup metode pengajaran yang kurang bervariasi dan minimnya lingkungan yang mendukung penggunaan bahasa Arab, yang menyebabkan mahasiswa kesulitan mempraktikkan bahasa dalam kehidupan sehari-hari, baik di lingkungan akademik maupun di luar perkuliahan. Dari hasil penelitian ini disarankan agar mahasiswa untuk meningkatkan motivasi belajar dan berusaha lebih mandiri dalam memahami materi. Selain itu, mahasiswa diharapkan memanfaatkan waktu di luar kelas untuk memperdalam bahasa Arab dan tidak ragu bertanya jika mengalami kesulitan. Mereka juga disarankan lebih aktif dalam memanfaatkan lingkungan berbahasa Arab yang tersedia di kampus. Sementara itu, dosen diharapkan dapat memvariasikan metode pengajaran agar lebih interaktif dan menarik, serta menciptakan lingkungan berbahasa Arab baik di dalam maupun luar kelas. Dosen juga perlu memberikan umpan balik yang konstruktif untuk memotivasi mahasiswa dan memahami latar belakang mereka guna mengadaptasi metode pengajaran yang lebih efektif. ABSTRACT Dea, Suci Fitri. 2024. The Role of Lecturers in Increasing Learning Motivation in Jambi University Arabic Language Education Students Based on McClelland Theory: Thesis, Department of Arabic Language Education, FETT, Jambi University. Jambi, Supervisor (I) Dr. Mulyadi, M.Pd.I. (II) Ady Muh. Zainul Mustofa, M.Pd. Keywords: Learning motivation, lecturer's role, student constraints, McClelland's theory. This study aims to describe the role of lecturers in increasing student motivation and the obstacles experienced by McClelland's theory. students and the obstacles experienced by Jambi University Arabic Language Education students based on McClelland's theory. based on McClelland's theory. This research was conducted at the Arabic Language Education Study Program, Faculty of Teacher Training and Education, Jambi University. Jambi University. This type of research uses a qualitative approach with the case study method. Research data were obtained by means of observation, interviews and documentation. The results showed that lecturers have an important role in increasing students' motivation through three main aspects in accordance with McClelland's theory. First, in the need for achievement, lecturers provide realistic academic challenges through methods such as Project realistic academic challenges through methods such as Project-Based Learning (PjBL) and constructive feedback. constructive feedback, which encourages students to achieve better learning outcomes. Second, related to the need for power, the lecturer engage students in various activities such as presentations, debates and discussions, which not only increases learning motivation but also strengthens self-confidence and not only increase learning motivation but also strengthen self-confidence and leadership skills. leadership skills. Third, in the need for affiliation, lecturers create a classroom atmosphere that not only increases learning motivation but also strengthens self-confidence and leadership skills. affiliation, lecturers create a classroom atmosphere conducive to social interaction through group work and interactive activities such as presentations, debates and discussions. group work and interactive activities such as presentations, ice breaking, and games that help students feel more involved in the learning process. help students feel more involved in the learning process. n. However, in addition to the positive role of positive role of lecturers, students also face internal and external obstacles that hinder the learning process. learning process. Internal constraints include limited basic Arabic language skills, especially for students who come from public schools, as well as low motivation due to mismatched expectations of Arabic language learning in higher education. expectations of Arabic language learning in higher education. External constraints include teaching methods that are less varied and the lack of an environment that supports the use of the Arabic language, which causes students to use the Arabic language. environment that supports the use of Arabic, which makes it difficult for students to practicing the language in daily life, both in the academic environment and outside the lecture. From the results of this study it is recommended that students increase their motivation to learn and try to be more independent in understanding the material. try to be more independent in understanding the material. In addition, students are expected to to take advantage of time outside of class to deepen Arabic and not hesitate to ask questions when experiencing difficulties. if they have difficulties. They are also advised to be more active in utilizing Arabic-speaking environment available on campus. Meanwhile, lecturers are expected to vary teaching methods to make them more interactive and interesting, as well as creating an Arabic-speaking environment both inside and outside the classroom. Arabic-speaking environment both inside and outside the classroom. Lecturers also need to provide constructive feedback to motivate students and understand their backgrounds to adapt more effective teaching methods.

Type:	Thesis (S1)
Uncontrolled Keywords:	Motivasi belajar, peran dosen, kendala mahasiswa, teori McClelland.
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Ilmu Budaya > Bahasa Arab
Depositing User:	Dea
Date Deposited:	17 Oct 2024 03:26
Last Modified:	17 Oct 2024 03:26
URI:	https://repository.unja.ac.id/id/eprint/71626

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