Comparing Student Learning Behavior and Motivation At The Indonesian School of Makkah: Slavin's Educational Psychology Perspective

Yahya Hafidza Ramadhani; Arif Humaini; Maghfiroh; Siti Sulihah

doi:10.33578/pjr.v10i5.1712

Authors

Yahya Hafidza Ramadhani Muhammadiyah University of Yogyakarta, Indonesia Author
Arif Humaini Muhammadiyah University of Yogyakarta, Indonesia Author
Maghfiroh Sekolah Indonesia Makkah, Makkah, Saudi Arabia Author
Siti Sulihah Sekolah Indonesia Makkah, Makkah, Saudi Arabia Author

DOI:

https://doi.org/10.33578/pjr.v10i5.1712

Keywords:

learning behavior, learning motivation, educational psychology, robert e. slavin

Abstract

This research aims to analyze the learning behavior and motivation of class I. A and I.C students at the Indonesian School of Makkah (SIM) from the perspective of Robert E. Slavin's educational psychology. This study uses a descriptive qualitative approach. Data were collected through direct observation of the learning process and semi-structured interviews with class teachers and students. The data were analyzed using the Miles, Huberman, and Saldaña interactive model combined with Braun and Clarke's thematic analysis. The results showed striking differences in learning behavior between the two classes. Class I. A student showed a more conducive learning behavior characterized by good discipline and active involvement, while class I.C students were more easily distracted due to a crowded class environment. Learning motivation in both classes is still dominated by extrinsic motivation, responding well to rewards and praise. Factors causing these differences include the physical learning environment, family support, and the dual influence of peer interactions. Viewed from Slavin's perspective, positive reinforcement and effective classroom management play a central role in maintaining a productive learning environment, which ultimately dictates the students' behavior and motivation.

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