Strategi Peningkatan Motivasi Belajar dimasa Pandemi Covid-19 berdasarkan Pemetaan menurut Teori Motivasi McClelland pada Siswa Kelas V SD Labschool UNESA 2

Strategy for Increasing Learning Motivation during the Covid-19 Pandemic based on Mapping according to McClelland's Motivation Theory for Class V Elementary School of Labschool UNESA 2

Wahyu Pratama, Kurniawan. 2022. Strategi Peningkatan Motivasi Belajar dimasa Pandemi Covid-19 berdasarkan Pemetaan menurut Teori Motivasi McClelland pada Siswa Kelas V SD Labschool UNESA 2. Tesis. Progam Studi Pendidikan Dasar, Pascasarjana, Universitas Negeri Surabaya. Pembimbing: (I) Prof. Dr. M. V. Roesminingsih, M.Pd, dan (II) Dr. Suhanadji, M.Si.

Kata-kata kunci: Teori Motivasi McClelland, Motivasi Belajar, Strategi Pembelajaran, Siswa Kelas V Sekolah Dasar, Pembelajaran Daring

Efek dari pandemi covid-19 secara sekejab berimplikasi terhadap kondisi pembelajaran yang harus menyesuaikan diri dengan regulasi kekarantinaan kesehatan (Wilder-Smith & Freedman, 2020). Negara maju dan berkembang termasuk Indonesia pun harus mengubah kebijakan pendidikan terutama dalam pembelajaran, yang mulanya luring menjadi daring. Nasution, dkk. (2021) pada Jurnal Penelitian Pendidikan Ilmu Sosial menyatakan bahwa pada situasi pandemi covid-19 dapat digunakan sebagai momen guru untuk mengajak siswa mengamati serta mengkaji permasalahan disekitarnya. Guru tak hanya dituntut menyelesaikan tugas mengajar, namun perlu aktif merancang strategi untuk meningkatkan motivasi belajar siswanya mengacu kondisi pembelajaran daring.

Penelitian ini dilaksanakan untuk menjawab fokus penelitian yaitu bagaimana strategi peningkatan motivasi belajar di masa Pandemi Covid-19 berdasarkan Pemetaan menurut 3 Kebutuhan Teori Motivasi Mc Clelland pada siswa kelas V sekolah dasar. Dengan menggunakan model studi fenomenologi, peneliti mengambil data di SD Labschool UNESA 2. Kemudian data diambil menggunakan metode triangulasi data dan teknik terhadap responden utama yaitu seluruh siswa, serta responden pendukung yaitu orangtua dan guru kelas.

Sejalan dengan tujuan, maka didapatkan hasil pemetaan motivasi belajar siswa kelas V berdasarkan Teori Motivasi McClelland yang paling dominan adalah (1) motivasi belajar berdasarkan Need of Affiliation. Peneliti berkesimpulan bahwa mayoritas siswa membutuhkan teman untuk memberi semangat pada kesehariannya. Kemudian kecenderungan keduanya (2) Need of Achievment, banyak siswa yang termotivasi belajar berdasarkan kebutuhan akan prestasi dan penghargaan. Lalu yang paling sedikit adalah (3) Need of Power, artinya kurang munculnya keinginan anak untuk menunjukkan eksistensi pada teman-temannya akibat terbatasnya pembelajaran yang dilakukan dari rumah. Pasca pemetaan tersebut, dirumuskan 3 strategi yang efektif untuk meningkatkan motivasi belajar siswa. Pertama, adalah Strategi Penggunaan Aplikasi Edukatif, kedua adalah Penerapan Pembelajaran Tatap Muka dan yang ketiga, Proyek Pembelajaran PJBL dan PBL bagi Siswa.

Wahyu Pratama, Kurniawan. 2022. Strategy for Increasing Learning Motivation during the Covid-19 Pandemic based on Mapping according to McClelland's Motivation Theory for Class V Elementary School of Labschool UNESA 2. Thesis. Basic Education Study Program, Postgraduate, State University of Surabaya. Supervisor: (I) Prof. Dr. M. V. Roesminingsih, M.Pd, and (II) Dr. Suhanadji, M.Si.

Keywords: McClelland's Motivation Theory, Learning Motivation, Learning Strategies, Grade V Elementary School Students, Online Learning

The effects of the COVID-19 pandemic immediately have implications for learning conditions that must adapt to health quarantine regulations (Wilder-Smith & Freedman, 2020). Developed and developing countries including Indonesia also have to change education policies, especially in learning, which was originally offline to online. Nasution, et al. (2021) in the Journal of Social Science Education Research stated that in a COVID-19 pandemic situation it can be used as a teacher moment to invite students to observe and examine the problems around them. Teachers are not only required to complete teaching assignments, but also need to actively design strategies to increase students' learning motivation referring to online learning conditions.

This research was carried out to answer the research focus, namely how to increase learning motivation during the Covid-19 Pandemic based on Mapping according to McClelland's 3 Needs Theory of Motivation in fifth grade elementary school students. By using a phenomenological study model, researchers took data at SD Labschool UNESA 2. Then the data was taken using data triangulation methods and techniques for the main respondents, namely all students, as well as supporting respondents, namely parents and class teachers.

In line with the objectives, the results of the mapping of fifth grade students' learning motivation based on McClelland's Theory of Motivation are the most dominant: (1) learning motivation based on Need of Affiliation. The researcher concludes that the majority of students need friends to encourage them in their daily lives. Then the second tendency is (2) Need of Achievment, many students are motivated to learn based on the need for achievement and appreciation. Then the least is (3) Need of Power, meaning that there is a lack of desire for children to show their existence to their friends due to limited learning done from home. After the mapping, 3 effective strategies were formulated to increase students' learning motivation. The first is the Strategy for Using Educational Applications, the second is the Application of Face-to-face Learning and the third is the PBL and PBL Learning Projects for Students.