Developing a Questionnaire on Measuring the Learning Motivation in Reading Quran


Yusuf Hanafi(1*), Muhammad Saefi(2), M. Alifudin Ikhsan(3), Tsania Nur Diyana(4), Abd Rauf Hassan(5), Nurul Murtadho(6)

(1) Universitas Negeri Malang, Indonesia
(2) Universitas Negeri Malang, Indonesia
(3) Universitas Negeri Malang, Indonesia
(4) Universitas Negeri Malang, Indonesia
(5) Universiti Putra Malaysia, Malaysia
(6) Universitas Negeri Malang,  
(*) Corresponding Author

Abstract


Learning motivation has been examined for its positive influence on learning outcomes. However, little attention has been addressed to the development of measuring instruments of learning motivation in the context of reading the Quran in Indonesian higher education. This study was designed to develop a Quran learning motivation questionnaire. The Self-Determination Theory (SDT) was applied as a theoretical framework to explore the type dan level of motivation. Participants involved in this study were 420 students. They were divided into subsample one for exploratory factor analysis (N = 200) and subsample two with confirmatory factor analysis (N = 220). The questionnaire was developed with 12 item-three factors using five points Likert scale that can measure the learning motivation in reading Quran. The results of the study show that the level of student motivation is relatively low (M= 3.12), and the intrinsic motivation type (M= 3.99) is more dominant than extrinsic motivation survival (M= 2.99) and approval (M= 2.38) with a p-value of 0.000. In addition, it was found that female students (M= 3.19) had significantly higher motivation than male students (M= 3.04), with a p-value of 0.017.


Keywords


Confirmatory Factor Analysis, Exploratory Factor Analysis; Gender; Motivation Scale; Quran

Full Text:

PDF

References


Adcroft, A. (2011). The motivations to study and expectations of studying undergraduate students in business and management. Journal of Further and Higher Education, 35(4), 521–543. https://doi.org/10.1080/0309877X.2011.590581

Ahmed, W. (2017). Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis. International Journal of Psychology and Educational Studies, 4(3), 1–11. https://doi.org/10.17220/ijpes.2017.03.001

Andres, H. P. (2017). Active teaching to manage course difficulty and learning motivation. Journal of Further and Higher Education, 1–16. https://doi.org/10.1080/0309877X.2017.1357073

Ballmann, J. M., & Mueller, J. J. (2008). Using self-determination theory to describe the academic motivation of allied health professional-level college students. Journal of Allied Health, 37(2), 90–96.

Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. Palgrave Macmillan UK. https://doi.org/10.1057/9780230290518

Berglund, J., & Gent, B. (2019). Quranic education and non-confessional RE: An intercultural perspective. Intercultural Education, 30(3), 323–334. https://doi.org/10.1080/14675986.2018.1539305

Blanchard, J. (2008). Learning awareness: Constructing formative assessment in the classroom, in the school, and across schools. Curriculum Journal, 19(3), 137–150. https://doi.org/10.1080/09585170802357454

Bolkan, S. (2015). Intellectually Stimulating Students’ Intrinsic Motivation: The Mediating Influence of Affective Learning and Student Engagement. Communication Reports, 28(2), 80–91. https://doi.org/10.1080/08934215.2014.962752

Brophy, J. (2004). Motivating Students to Learn, Second Edition (Second). Lawrence Erlbaum Associates.

Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, Interest, and Positive Affect in Traditional and Nontraditional Undergraduate Students. Adult Education Quarterly, 57(2), 141–158. https://doi.org/10.1177/0741713606294235

Choy, S. C., Goh, P. S. C., & Sedhu, D. S. (2016). How and Why Students Learn: Development and Validation of the Learner Awareness Levels Questionnaire for Higher Education Students. International Journal of Teaching and Learning in Higher Education, 28(1), 94–101.

Field, A. (2013). Discovering statistics using IBM SPSS Statistics, 4th Edition (4th edition). SAGE Publications Ltd.

Gable, R. K., & Wolf, M. B. (1993). Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings / (2nd ed.). Kluwer Academic Publishers.

Gerbing, D. W., & Anderson, J. C. (1988). An Updated Paradigm for Scale Development Incorporating Unidimensionality and Its Assessment. Journal of Marketing Research, 25(2), 186–192. https://doi.org/10.1177/002224378802500207

Guadagnoli, E., & Velicer, W. F. (1988). Relation of a sample size to the stability of component patterns. Psychological Bulletin, 103(2), 265–275. https://doi.org/10.1037/0033-2909.103.2.265

Hair, J. F. (Ed.). (2010). Multivariate Data Analysis (7. ed). Pearson Prentice Hall.

Hong, E., Jeong, Y., & Downward, P. (2019). Perceived organizational support, internal motivation, and family conflict among soccer referees. Managing Sport and Leisure, 24(1–3), 141–154. https://doi.org/10.1080/23750472.2019.1593049

Hsieh, T.-L. (2014). Motivation matters? The relationship between different types of learning motivation, engagement behaviors, and learning outcomes of undergraduate students in Taiwan. Higher Education, 68(3), 417–433. https://doi.org/10.1007/s10734-014-9720-6

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

Kaiser, H. F. (1970). A second-generation little jiffy. Psychometrika, 35(4), 401–415. https://doi.org/10.1007/BF02291817

Kember, David., Hong, Celina., & Ho, Amber. (2008). Characterizing the motivational orientation of students in higher education: A naturalistic study in three Hong Kong universities. British Journal of Educational Psychology, 78(2), 313–329. https://doi.org/10.1348/000709907X220581

King, R. B., & Ganotice, F. A. (2014). What’s Happening to Our Boys? A Personal Investment Analysis of Gender Differences in Student Motivation. The Asia-Pacific Education Researcher, 23(1), 151–157. https://doi.org/10.1007/s40299-013-0127-4

Kline, P. (1994). An Easy Guide to Factor Analysis. Routledge.

Kunanitthaworn, N., Wongpakaran, T., Wongpakaran, N., Paiboonsithiwong, S., Songtrijuck, N., Kuntawong, P., & Wedding, D. (2018). Factors associated with motivation in medical education: A path analysis. BMC Medical Education, 18(140), 1–9. https://doi.org/10.1186/s12909-018-1256-5

Liu, Y., & Hou, S. (2017). The potential reciprocal relationship between motivation and achievement: A longitudinal study. School Psychology International, 1–18. https://doi.org/10.1177/0143034317710574

MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84–99. https://doi.org/10.1037/1082-989X.4.1.84

Marinak, B. A., & Gambrell, L. B. (2010). Reading Motivation: Exploring the Elementary Gender Gap. Literacy Research and Instruction, 49(2), 129–141. https://doi.org/10.1080/19388070902803795

McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument Development in the Affective Domain. Springer New York. https://doi.org/10.1007/978-1-4614-7135-6

McGeown, S. P., Norgate, R., & Warhurst, A. (2012). Exploring intrinsic and extrinsic reading motivation among very good and very poor readers. Educational Research, 54(3), 309–322. https://doi.org/10.1080/00131881.2012.710089

Meyers, L. S., Gamst, G., & Guarino, A. J. (2017). Applied Multivariate Research Design and Interpretation 3rd Edition. SAGE Publications, Inc. https://us.sagepub.com/en-us/nam/applied-multivariate-research/book246895

Miller, R. (2015). Learning to Love Reading: A Self-Study on Fostering Students’ Reading Motivation in Small Groups. Studying Teacher Education, 11(2), 103–123. https://doi.org/10.1080/17425964.2015.1045771

Murphy, P. K., & Alexander, P. A. (2000). A Motivated Exploration of Motivation Terminology. Contemporary Educational Psychology, 25(1), 3–53. https://doi.org/10.1006/ceps.1999.1019

Narknisorn, B., & Kusakabe, K. (2013). Issues are challenging future Thai elder care by women and family. International Journal of Sociology and Social Policy, 33(1/2), 21–32. https://doi.org/10.1108/01443331311295154

Nielsen, T. (2018). The intrinsic and extrinsic motivation subscales of the Motivated Strategies for Learning Questionnaire: A Rasch-based construct validity study. Cogent Education, 5(1), 1–19. https://doi.org/10.1080/2331186X.2018.1504485

Orsini, C., Evans, P., Binnie, V., Ledezma, P., & Fuentes, F. (2016). Encouraging intrinsic motivation in the clinical setting: Teachers’ perspectives from the self-determination theory. European Journal of Dental Education, 20(2), 102–111. https://doi.org/10.1111/eje.12147

Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x

Räisänen, M., Postareff, L., Mattsson, M., & Lindblom-Ylänne, S. (2018). Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived peer support value. Active Learning in Higher Education, 1–16. https://doi.org/10.1177/1469787418798517

Rothes, A., Lemos, M. S., & Gonçalves, T. (2017). Motivational Profiles of Adult Learners. Adult Education Quarterly, 67(1), 3–29. https://doi.org/10.1177/0741713616669588

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020

Saeed, S., & Zyngier, D. (2012). How Motivation Influences Student Engagement: A Qualitative Case Study. Journal of Education and Learning, 1(2), 252–267. https://doi.org/10.5539/jel.v1n2p252

Sallı, A. (2017). Role of motivation and attitude: Learning Turkish and Greek in Cyprus. International Journal of Bilingualism, 136700691770345. https://doi.org/10.1177/1367006917703456

Schick, H., & Phillipson, S. N. (2009). Learning motivation and performance excellence in adolescents with high intellectual potential: What matters? High Ability Studies, 20(1), 15–37. https://doi.org/10.1080/13598130902879366

Sean, C. Y., & Ahmed, P. K. (2012). Understanding student motivation in higher education participation: A psychometric validation of the academic motivation scale in the Malaysian context. International Proceedings of Economics Development and Research, 53, 118–122. https://doi.org/DOI: 10.7763/IPEDR. 2012. V53. 26

Sogunro, O. A. (2014). Motivating Factors for Adult Learners in Higher Education. International Journal of Higher Education, 4(1), 22–37. https://doi.org/10.5430/ijhe.v4n1p22

Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed). Pearson/Allyn & Bacon.

Thibodeaux, J., Deutsch, A., Kitsantas, A., & Winsler, A. (2017). First-Year College Students’ Time Use: Relations With Self-Regulation and GPA. Journal of Advanced Academics, 28(1), 5–27. https://doi.org/10.1177/1932202X16676860

Tremblay-Wragg, É., Raby, C., Ménard, L., & Plante, I. (2019). The use of diversified teaching strategies by four university teachers: What contribution to their students’ learning motivation? Teaching in Higher Education, 1–18. https://doi.org/10.1080/13562517.2019.1636221

Triyanto (2019). The Academic Motivation of Papuan Students at Sebelas Maret University, Indonesia. SAGE Open, 9(1), 1–7. https://doi.org/10.1177/2158244018823449

Wang, M.-T., & Degol, J. L. (2016). School Climate: A Review of the Construct, Measurement, and Impact on Student Outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1

Weston, R., & Gore, P. A. (2006). A Brief Guide to Structural Equation Modeling. The Counseling Psychologist, 34(5), 719–751. https://doi.org/10.1177/0011000006286345

Williams, K. C., & Williams, C. C. (2011). Five Key Ingredients for Improving Student Motivation. Research in Higher Education Journal, 121–123.




DOI: https://doi.org/10.15575/jpi.v7i1.12468

Refbacks

  • There are currently no refbacks.


Editorial Office:

Faculty of Tarbiyah and Teacher Training

Jalan A.H. Nasution No. 105, Cibiru

Bandung, Jawa Barat, Indonesia, 40614

Phone: 022- 7802276

e-mail: journalof.islamiceducation@uinsgd.ac.id

 Creative Commons License

Jurnal Pendidikan Islam by http://journal.uinsgd.ac.id/index.php/jpi is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats