Profile of the Implementation of the Teacher's Personal Approach in Improving Student Motivation in High School
DOI:
https://doi.org/10.56707/ijoerar.v3i2.104Keywords:
Personal Approach, Student Motivation, High School Education, Teacher-Student InteractionAbstract
Objective: This study explores the implementation of teachers' personal approaches in improving the motivation of grade XI students at SMA 3 Probolinggo. It aims to investigate how personal approaches are applied in teacher-student interactions, identify the strategies used to enhance student motivation, and examine the challenges encountered during the process. Method: A qualitative descriptive approach was employed in this research. Data were collected through observations, in-depth interviews, and document analysis. The participants consisted of teachers and grade XI students who were directly involved in classroom and school activities where personal approaches were practiced. Triangulation was used to ensure the validity of the data. Results: The findings revealed that the implementation of personal approaches by teachers significantly influenced students' motivation. Approximately 80% of the students reported feeling more appreciated and motivated when teachers provided individualized attention. Strategies such as positive reinforcement, adapting teaching materials to student needs, and empathetic communication were commonly employed by teachers. However, challenges such as limited time, large class sizes, and varying student learning preferences posed difficulties in consistent implementation. Novelty: This study contributes to the growing body of literature on student motivation by emphasizing the role of teacher-student interpersonal relationships in Indonesian senior secondary schools. Unlike previous studies that focused broadly on motivational strategies, this research highlights the specific impact of personal approaches and proposes the integration of interpersonal skill development in teacher training programs.
References
Abdelrahim, A. A. M. (2020). Teaching and Assessing Metadiscoursal Features in Argumentative Writing: A Professional Development Training for EFL Teachers. In International Journal of Applied Linguistics (United Kingdom) (Vol. 30, Issue 1, pp. 70–91). https://doi.org/10.1111/ijal.12264
Abdigapbarova, U. (2023). Organization of Student-Centered learning within the Professional Training of a future teacher in a Digital Environment. In Education and Information Technologies (Vol. 28, Issue 1, pp. 647–661). https://doi.org/10.1007/s10639-022-11159-5
Acquah, E. (2020). Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review. In Computers and Education (Vol. 143). https://doi.org/10.1016/j.compedu.2019.103667
Affouneh, S. (2020). Factors that foster and deter STEM professional development among teachers. In Science Education (Vol. 104, Issue 5, pp. 857–872). https://doi.org/10.1002/sce.21591
Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. In International Journal of Educational Research Open (Vol. 1). https://doi.org/10.1016/j.ijedro.2020.100011
Ahmadi, A. (2023). A Classification System for Teachers’ Motivational Behaviors Recommended in Self-Determination Theory Interventions. In Journal of Educational Psychology (Vol. 115, Issue 8, pp. 1158–1176). https://doi.org/10.1037/edu0000783
Ahmed, S. (2019). Combining machine learning with knowledge engineering to detect fake news in social networks—A survey. In CEUR Workshop Proceedings (Vol. 2350). https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85064994520&origin=inward
Alamri, H. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. In Journal of Research on Technology in Education (Vol. 52, Issue 3, pp. 322–352). https://doi.org/10.1080/15391523.2020.1728449
Amerstorfer, C. M. (2021). Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning. In Frontiers in Psychology (Vol. 12). https://doi.org/10.3389/fpsyg.2021.713057
Anderhag, P. (2015). What Can a Teacher Do to Support Students’ Interest in Science? A Study of the Constitution of Taste in a Science Classroom. In Research in Science Education (Vol. 45, Issue 5, pp. 749–784). https://doi.org/10.1007/s11165-014-9448-4
Atkinson, A. (2022). Feedback and coaching. In European Journal of Pediatrics (Vol. 181, Issue 2, pp. 441–446). https://doi.org/10.1007/s00431-021-04118-8
Azeta, A. A. (2018). A flipped classroom model for adaptive systems in E-learning. In Proceedings of the International Conference on e-Learning, ICEL (Vol. 2018, pp. 21–27).
Azizi, S. M. (2020). Factors affecting the acceptance of blended learning in medical education: Application of UTAUT2 model. In BMC Medical Education (Vol. 20, Issue 1). https://doi.org/10.1186/s12909-020-02302-2
Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. In Journal of Education and e-Learning Research (Vol. 7, Issue 3, pp. 285–292). https://doi.org/10.20448/JOURNAL.509.2020.73.285.292
Baena-Morales, S. (2023). Integrating education for sustainable development in physical education: Fostering critical and systemic thinking. In International Journal of Sustainability in Higher Education (Vol. 24, Issue 8, pp. 1916–1932). https://doi.org/10.1108/IJSHE-10-2022-0343
Bailey, D. (2021). Finding satisfaction: Intrinsic motivation for synchronous and asynchronous communication in the online language learning context. In Education and Information Technologies (Vol. 26, Issue 3, pp. 2563–2583). https://doi.org/10.1007/s10639-020-10369-z
Bardach, L. (2022). Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review. In Educational Psychology Review (Vol. 34, Issue 1, pp. 259–300). https://doi.org/10.1007/s10648-021-09614-9
Beardsley, M. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. In British Journal of Educational Technology (Vol. 52, Issue 4, pp. 1455–1477). https://doi.org/10.1111/bjet.13101
Camacho, A. (2021). Writing Motivation in School: A Systematic Review of Empirical Research in the Early Twenty-First Century. In Educational Psychology Review (Vol. 33, Issue 1, pp. 213–247). https://doi.org/10.1007/s10648-020-09530-4
Chiu, T. K. F. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. In Journal of Research on Technology in Education (Vol. 54). https://doi.org/10.1080/15391523.2021.1891998
Chiu, T. K. F. (2024). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. In Interactive Learning Environments (Vol. 32, Issue 7, pp. 3240–3256). https://doi.org/10.1080/10494820.2023.2172044
Chowdhury, F. (2020). Blended learning: How to flip the classroom at HEIs in Bangladesh? In Journal of Research in Innovative Teaching and Learning (Vol. 13, Issue 2, pp. 228–242). https://doi.org/10.1108/JRIT-12-2018-0030
Damayanti, A. M., Laili, I., & Safiudin, K. (2024). Eksplorasi Pemahaman Peserta Didik SMA terhadap Pancasila melalui Model Pembelajaran Role Play Berbasis Film. 3(2).
Fletcher, T. (2022). Pedagogical principles that support the prioritisation of meaningful experiences in physical education: Conceptual and practical considerations. In Physical Education and Sport Pedagogy (Vol. 27, Issue 5, pp. 455–466). https://doi.org/10.1080/17408989.2021.1884672
García-Castejón, G. (2021). Implementation of a hybrid educational program between the model of personal and social responsibility (Tpsr) and the teaching games for understanding (tgfu) in physical education and its effects on health: An approach based on mixed methods. In Children (Vol. 8, Issue 7). https://doi.org/10.3390/children8070573
Gil-Arias, A. (2021). Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education. In European Physical Education Review (Vol. 27, Issue 2, pp. 366–383). https://doi.org/10.1177/1356336X20950174
Halimah, S., Yusuf, A., & Safiudin, K. (2024). Pesantren Education Management: The Transformation of Religious Learning Culture in the Age of Disruption. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 9(3), 648–666. https://doi.org/10.31538/ndhq.v9i3.16
Hatfield, E. F. (2018). Narrative learning using podcasts in interpersonal communication. In Communication Teacher (Vol. 32, Issue 4, pp. 236–242). https://doi.org/10.1080/17404622.2017.1372790
Heydarnejad, T. (2022). The interplay among self-regulation, emotions and teaching styles in higher education: A path analysis approach. In Journal of Applied Research in Higher Education (Vol. 14, Issue 2, pp. 594–609). https://doi.org/10.1108/JARHE-08-2020-0260
Istiningsih, E. (2020). Enhancing pedagogical and professional competence of vocational school teachers through principal supervision. In International Journal of Scientific and Technology Research (Vol. 9, Issue 1, pp. 1501–1507).
Jaedun, A. (2024). Perceptions of vocational school students and teachers on the development of interpersonal skills towards Industry 5.0. In Cogent Education (Vol. 11, Issue 1). https://doi.org/10.1080/2331186X.2024.2375184
Khamdan Safiudin, K. (2022). Revitalisasi Nilai Nilai Kebhinekaan Kepada Forum Anak Kota Pasuruan Melalui Diseminasi Media Sosial. An-Nas, 6(1), 40–50. https://doi.org/10.36840/annas.v6i1.561
Khusna, N. I. (2022). New Technologies for Project-Based Empathy Learning in Merdeka Belajar (Freedom to Learn): The Use of inaRISK Application and Biopore Technology. In International Journal of Interactive Mobile Technologies (Vol. 16, Issue 22, pp. 94–110). https://doi.org/10.3991/ijim.v16i22.36153
Mou, Y. (2015). Exploring Podcast Adoption Intention via Perceived Social Norms, Interpersonal Communication, and Theory of Planned Behavior. In Journal of Broadcasting and Electronic Media (Vol. 59, Issue 3, pp. 475–493). https://doi.org/10.1080/08838151.2015.1054997
Mujiwati, Y., Damayanti, A. M., & Safiudin, K. (2023). The phenomenon of cyber begging in the perspective of pancasila character values. Jurnal Pendidikan PKN (Pancasila Dan Kewarganegaraan), 4(2), 127. https://doi.org/10.26418/jppkn.v4i2.67245
Mujiwati, Y., & Syaifudin, K. (n.d.). Revealing the film “budi pekerti”: Digital platform in anti- cyber bullying character education reform. 6.
Ryan, R. M. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. In Contemporary Educational Psychology (Vol. 61). https://doi.org/10.1016/j.cedpsych.2020.101860
Safiudin, K. (2024). Gender Problems in Indonesia: The Phenomenon of Gamophobia in a Permissive Society. An-Nisa Jurnal Kajian Perempuan Dan Keislaman, 17(1), 56–65. https://doi.org/10.35719/annisa.v17i1.245
Safiudin, K., & Damayanti, A. M. (2024). Penguatan Kesadaran Demokrasi Masyarakat Kelurahan Gadingrejo Melalui Partisipasi Kelompok Penyelenggara Pemungutan Suara (KPPS) Pada Pemilu 2024. Jurnal Pancasila dan Kewarganegaraan, 9(2), 136–143. https://doi.org/10.24269/jpk.v9.n2.2024.pp136-143
Stoilova, M. (2020). Digital by default: Children’s capacity to understand and manage online data and privacy. In Media and Communication (Vol. 8, Issue 4, pp. 197–207). https://doi.org/10.17645/mac.v8i4.3407
Xu, X. (2020). Personal learning environment: An experience with ESP teacher training. In Interactive Learning Environments (Vol. 28, Issue 6, pp. 779–794). https://doi.org/10.1080/10494820.2018.1552872
Zinchenko, Y. P. (2020). Psychological and pedagogical bases for determining the future of vocational education: Vectors of development. In Obrazovanie i Nauka (Vol. 22, Issue 3, pp. 11–35). https://doi.org/10.17853/1994-5639-2020-3-11-35
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 International Journal of Emerging Research and Review
This work is licensed under a Creative Commons Attribution 4.0 International License.
