School Climate Relationship with Extrinsic Learning Motivation for Students in Filial Man Simalungun School during the Pandemic Period

Oct 13, 2025 by sorusgentrification.com 73 views

School Climate Relationship with Extrinsic Learning Motivation for Students in Filial Man Simalungun School during the Pandemic Period

Introduction

The Indonesian education system has been facing numerous challenges in recent years, with one of the most significant being a decline in student learning motivation, particularly during the pandemic period. This decline has sparked a growing interest in understanding the factors that contribute to student motivation, with a particular focus on the role of the school environment, or school climate. In this study, we aim to explore the relationship between school climate and extrinsic learning motivation among students at Filial Man Simalungun School.

Understanding School Climate

School climate refers to the atmosphere, experience, and social interaction that exists within the school environment. It encompasses various aspects, including the physical environment, social relationships, and emotional support provided by teachers and peers. A positive school climate is characterized by a sense of belonging, respect, and safety among students, which can have a profound impact on their learning motivation and overall well-being.

Extrinsic Learning Motivation

Extrinsic learning motivation refers to the external factors that drive students to learn, such as appreciation, recognition, and support from their surroundings. This type of motivation is often related to external rewards or pressures, rather than an internal desire to learn. In the context of this study, we aim to investigate the relationship between school climate and extrinsic learning motivation among students at Filial Man Simalungun School.

Methodology

This study employed a quantitative approach using correlational methods to examine the relationship between school climate and extrinsic learning motivation. The sample consisted of 171 students from Filial Man Simalungun School, selected using a simple random sampling technique. To measure school climate, we used a scale based on the four dimensions of school climate proposed by Thapa (2012), with a reliability value of 0.818. Meanwhile, to measure extrinsic learning motivation, we used a scale based on the theory of self-autonomy by Deci and Ryan (1986), with a reliability value of 0.873. Data analysis was conducted using simple regression.

Results

The results of this study indicate that the alternative hypothesis (Ha) is accepted, and the zero hypothesis (HO) is rejected. This means that there is a positive relationship between school climate and extrinsic learning motivation among students at Filial Man Simalungun School during the pandemic period. These findings suggest that improving the quality of school climate, which includes positive interactions between students and teachers, emotional support, and a comfortable learning environment, can contribute to increasing student learning motivation.

Discussion

The results of this study have significant implications for educators and schools. In the context of the pandemic, the importance of school climate is not only seen in normal conditions but is also crucial when students face online learning challenges. This highlights the need for schools to create a positive school climate that can help students feel more motivated and involved in the learning process, even in situations that are not ideal.

Conclusion

In conclusion, this study provides evidence of a positive relationship between school climate and extrinsic learning motivation among students at Filial Man Simalungun School during the pandemic period. The findings of this study have significant implications for educators and schools, emphasizing the need to create a supportive school climate that can contribute to increasing student learning motivation and overall well-being.

Recommendations

Based on the findings of this study, we recommend that educators and schools prioritize creating a positive school climate that includes:

Positive interactions between students and teachers
Emotional support and a comfortable learning environment
Opportunities for students to feel a sense of belonging and respect

By implementing these strategies, schools can help students feel more motivated and involved in the learning process, even in situations that are not ideal. In the long run, this can have a positive impact on students' academic achievements and the development of their character and social skills.

Limitations

This study has several limitations that should be acknowledged. Firstly, the sample size was relatively small, which may limit the generalizability of the findings. Secondly, the study employed a quantitative approach, which may not capture the complexity of the relationship between school climate and extrinsic learning motivation. Future studies should aim to address these limitations by using larger sample sizes and mixed-methods approaches.

Future Directions

This study provides a foundation for future research on the relationship between school climate and extrinsic learning motivation. Future studies should aim to explore the following:

The impact of school climate on intrinsic learning motivation
The role of school climate in promoting student well-being and academic achievement
The effectiveness of different strategies for creating a positive school climate

By exploring these research questions, educators and researchers can gain a deeper understanding of the complex relationships between school climate, learning motivation, and student outcomes.
Frequently Asked Questions (FAQs) about School Climate and Extrinsic Learning Motivation

Q: What is school climate, and how does it affect student learning motivation?

A: School climate refers to the atmosphere, experience, and social interaction that exists within the school environment. A positive school climate can have a profound impact on student learning motivation, as it provides a sense of belonging, respect, and safety among students.

Q: What is extrinsic learning motivation, and how does it differ from intrinsic learning motivation?

A: Extrinsic learning motivation refers to the external factors that drive students to learn, such as appreciation, recognition, and support from their surroundings. Intrinsic learning motivation, on the other hand, refers to the internal desire to learn and understand new concepts.

Q: What is the relationship between school climate and extrinsic learning motivation?

A: The results of this study indicate that there is a positive relationship between school climate and extrinsic learning motivation among students at Filial Man Simalungun School during the pandemic period. This means that improving the quality of school climate can contribute to increasing student learning motivation.

Q: What are some strategies for creating a positive school climate?

A: Some strategies for creating a positive school climate include:

Positive interactions between students and teachers
Emotional support and a comfortable learning environment
Opportunities for students to feel a sense of belonging and respect

Q: How can educators and schools prioritize creating a positive school climate?

A: Educators and schools can prioritize creating a positive school climate by:

Implementing policies and programs that promote positive relationships between students and teachers
Providing emotional support and a comfortable learning environment
Encouraging student participation and engagement in the learning process

Q: What are the implications of this study for educators and schools?

A: The findings of this study have significant implications for educators and schools, emphasizing the need to create a supportive school climate that can contribute to increasing student learning motivation and overall well-being.

Q: What are some limitations of this study?

A: This study has several limitations, including a relatively small sample size and a quantitative approach that may not capture the complexity of the relationship between school climate and extrinsic learning motivation.

Q: What are some future directions for research on school climate and extrinsic learning motivation?

A: Future studies should aim to explore the following:

The impact of school climate on intrinsic learning motivation
The role of school climate in promoting student well-being and academic achievement
The effectiveness of different strategies for creating a positive school climate

Q: How can educators and researchers work together to improve student learning motivation and overall well-being?

A: Educators and researchers can work together to improve student learning motivation and overall well-being by:

Collaborating on research projects that explore the relationship between school climate and student outcomes
Sharing best practices and strategies for creating a positive school climate
Developing policies and programs that promote student well-being and academic achievement.