| Abstrakt: |
Motivation is an important factor that teachers should consider in their classes. The motivation that characterizes itself is related to several categories, including intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation. Previous research on student motivation in Indonesia is still limited. Existing research is still being reviewed using two broad categories: intrinsic and extrinsic motivation. This study aimed to determine the differences in the motivation of male and female students of State Junior High School in Malang in following the physical education learning process. The research design used was a causalcomparative design. The sample of this study was 1,114 students in VII, VIII, and IX classes. Sampling selection was cluster random sampling, which is divided into several regions in Malang City. The instrument used was a non-test, namely the motivation questionnaire in physical education learning. Hypothesis testing for the Mann-Whitney Test of the four motivation categories was smaller than 0.05 (p-value <0.05), meaning that there are significant differences in the categories of intrinsic motivation, identified regulation, introjected regulation, and external regulation between male and female students. The results of the t test (accent) of the amotivation category were smaller than 0.05 (p-value <0.05), meaning that there was a significant difference between male and female students. The results of the study showed that there were significant differences in student motivation between male and female students in engaging in physical education classes. Because of this difference in motivation, teachers must continually improve and modify learning patterns based on the motivation of each student. Teachers should actively establish a learning environment that motivates students to learn in their physical education class. [ABSTRACT FROM AUTHOR] |
