Page 20 - Jurnal Kurikulum BPK 2020

Biology course at matriculation promote both extrinsic and intrinsic motivation

Data analysis showed student uses both intrinsic and extrinsic indicator to evaluate the
effectiveness of their study method. Student such as Zizi often driven by the inherent difficulty
of the subject matter as well as good exam result to motivate her to change her approach.
Similarly, As would judge the effectiveness of her learning strategy by being able to answer
exam question and if she could explain the topic to her friends. According to Hennessey et al.
(2015), intrinsic motivation prompt student to accomplish anything for their own benefit or
enjoyment. On the other hand, extrinsic motivation is defined as being driven by some external
goal or meet some externally imposed constraint.
Ryan and Deci (2000) suggested intrinsic motivation promotes students to experience
physiological state including sense of self-determination or sense of being in control whilst
performing certain challenging task. Such experience is believed to positively influence self-
perception or competence. Previously, Deci and Ryan (1985) showed intrinsically motivated
children are more open to partake in activity voluntarily and learn complex learning materials
better. However, they also showed that those who are externally motivated were influenced by
expected rewards, expected evaluation, time constraint, etc. which they called social–
environmental factors. Study by Vallerand (1997) showed that extrinsic incentives such as
rewards motivates group members to increase productivity thus creating a better learning
environment in classrooms. However, there are also study that has successfully provide the link
between intrinsic motivation with long lasting learning and achievement (Vansteenkiste et al.,
2005). This means that intrinsic and extrinsic motivation promotes both initiation and
maintenance aspect of behavioural changes according to the theory of behaviour (Renner et al.,
2012).

Student avoid changing learning strategy if it potentially gives them discomfort

There are students who would avoid changing learning strategy because they are
accustom to a style of learning and learning new one would make them feel uncomfortable.
Such attitude potentially prevents students from using effective strategies that are more difficult
to enact and from using metacognitive regulation in general (Dye and Stanton, 2017). In
addition, Dye and Stanton beliefs students may be treating their learning strategy as coping
mechanism to help them go through with the stressful learning condition. Dweck and Leggett
(1988) explains such behaviour has a deeper psychological process whereby individuals'
implicit theories orient them toward specific goals. Unfortunately, such action could lead to
under appreciation of the positive impact of challenging condition such as developing one
resilience. This is what is known as “desirable difficulties” which create greater challenge for
students that will also enhance their learning in terms of optimizing long-term memory
retention and memory transfer (Bjork & Bjork, 2011).

RECOMMENDATION

Incorporating metacognitive regulation in teaching and learning activities

Previous studies have shown that metacognition could improve academic achievement
across ages, cognitive abilities, and learning domains (Dignath & Büttner, 2008; Dignath,
Buettner, & Langfeldt, 2008). Therefore, I believe being metacognitive would greatly benefit
matriculation students. Teaching metacognition to students studying biology course at
matriculation will encourage student to own their learning process. Student could self-direct

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