Monthly Archives: September 2011

First Reflection

YEEEAAAYYY 😀 Finally, I meet first week of semester five. When the holiday come, I always miss my time in this campus. Anyway, I take 7 subjects in this semester. One course is an advance subject from the second semester and another six subjects are new for me. I also meet 6 new lecturers in this semester. New subject, new lecture, new hope and also new expectation. I hope this semester more challenging than before. One of 6 new subjects is Motivation and Management of Student for Effective Learning (MMSEL). What will we learn in this subject? Source:

I guess this semester will be learn more deeply about how to motivate student in the class, and how to maintain the motivation in the classroom. It will be interested for me as a teacher candidate. In the first session my friend and I have discussed about what is the characteristics of favorite teacher? why we don’t like the teacher? why we want to be a teacher? who is our inspiration of being a teacher? Okay, this is one of interesting discussion. It’s looks like making a reflection of our learning experience and also making planning for our teaching journey someday. Long time ago, I never think about teaching as my profession. Some reasons that makes me choose being a teacher as my profession in the future are I want a give something to my country, I want a looks like a teenager as long I can, I like to update and also upgrade my memory by enjoying my learning so I know I’m still alive. My friends also told their reason why they want a be a teacher, it’s interesting for me because I found the simple reason until the complicated one. One my friend told to use he want a be a teacher because he likes getting attention from the students, another friend told to us that she want a be a teacher because she want to change an education system in Indonesia. But she is still dilemma, because she thinks that it’s difficult to form a students thinking than form a machine. Yes, I’m absolutely agree with this things, but we shouldn’t give up about this matter.

In this meeting, we also discuss about what is the intrinsic and extrinsic motivation of going to campus on that day? My reason is very simple, this is the first meeting of this subject, I called this as extrinsic motivation. I need to know the lecture, the rule of this class, and also more deeply about this subject I called this one as intrinsic motivation. Actually, what my friend and I have done in the first time was great, I hope it’s always great for the next session.


Dian Eki Purwanti



Posted by on September 27, 2011 in Reflection per week, Reflection week 1


Piece of words to reflects…








Source of picture

The class was started with introduction about our name and address. Then it was continued by sharing our reasons why we attended the class at that day.  There were so many reasons that appear, such as: because of our obligation, mandatory from parents, want to know about the subjects’ overview, want to get score A on the subject, etc.

The reasons that we gave is a part of motivation. Motivation on my own definition like as electricity. People cannot see electricity, but we know that do exist. When it comes into an electric fan, and I push “ON” button, it can rotate propeller fan blades. When it comes into a mobile phone, it can charging the phone and makes it keep turned on.  In other words, motivation is an impulse for everyone to do something and / keep doing something.

Motivation can be similar each other and can be different based on people’s goal, perspective and orientation at life. Different people = different motivation. That is why there were appeared many reasons to attended the class at that day.

Motivation can be sourced from inside or outside ourselves. The motivation that comes from inside us is intrinsic motivation. This motivation comes from our heart, such as our interest, desire, curiosity, etc.  The motivation that comes outside us is extrinsic motivation. This kind of motivation comes from everything outside us, such as parents, family, our beloved, friends, environment, etc.

The interesting thing is I already knew that extrinsic motivation can be transformed into intrinsic motivation and vice versa. Mam Lydia (the lecturer) told us that extrinsic motivation can be changed into intrinsic motivation. For example, a student who comes to school only for meet his/her friends has extrinsic motivation to go to school. Gradually, the students feel enjoy when he/she comes to school and then the students has own desire to go to school every day. When the students come to school because of his/her desire, the motivation has been transformed from extrinsic motivation into intrinsic motivation.

After that, we were asked to share about why we want to be a teacher and characteristics of three teachers who have taught us and we really like his/her. There were various answer based on their experience. I was enjoy when they share their reasons, it makes me to know why a teacher being liked by students.

On the last activities, we were asked to discuss and write about behavioral views of motivation. There were Skinner’s theory about operant conditioning and Bandura’s theory about the power of persuasive models. The core of the theories is about how to motivate students on the class based on behaviorism. Skinner said that we can motivate students by doing reinforcement every time students give correct answer. But, when the students did not like mathematics (math hater) and they never get reinforcement, they will be suffering when they learn mathematics. Bandura’s said, when a student see a teacher and the teacher makes the student admires his/her, the students will partly imitate the teacher and try becoming like the teacher. It also happen when a student see his/her friends get rewards from teacher after doing something, the student may decide to imitate his/her friends to get similar rewards.

There are many ways to motivate students at the class. Hopefully, after I learn this subject, I can motivate my students to learn mathematics and help them become “math’s best friends”. 🙂


Posted by on September 27, 2011 in Reflection week 1


Maslow’s Theory of Hierarchical Needs – Alive and Well in the Classroom

by Chuck Brickman

We are probably all familiar with Abraham Maslow’s Theory of Hierarchical Needs; Psychological Needs, Safety Needs, Belongingness and Love Needs, Esteem Needs, Need to Know and Understand, Aesthetic Needs, and Self-Actualization Needs. And we probably all remember that, according to Maslow’s theory, needs that are in the lower hierarchy must be at least partially met before a person will try to satisfy higher-level needs. Although ultimately our goal is to aid students in self-actualizing or becoming “all that one can be,” they must first achieve the level of Need to Know and Understand.

But what does this mean for teachers and how does it impact student performance and learning in the classroom?

Schools and government agencies have long realized that if students’ basic needs are not met student performance will suffer. The advent of free breakfast and lunch programs was a direct result of such considerations. Unfortunately, these measures address only part of the first tier of Maslow’s theory; physiological needs. Addressing basic physiological needs is still a key concern in today’s classroom. Lack of proper nutrition, personal hygiene and even sleep affects many of today’s students. In lower socioeconomic areas these concerns are further accentuated. These basic needs must be met before the student can reach the next level.

Student safety needs play a critical role in achieving student success. The need for a structured and safe classroom is essential for student growth and progression. A structured classroom provides psychological safety for the student. By having knowledge of clearly defined and established processes, procedures, rules and practices you eliminate students’ fear of the unknown. By gaining knowledge of the expected dynamics of the classroom, the student gains more control of their environment simply by being aware of what is going to happen before it happens. A safe environment is not limited to physical parameters. Students must not only feel safe in the classroom physically, but emotionally and psychologically as well. An environment must be provided and maintained where students feel free to take risks — such as answering a question or sharing thoughts without concern for ridicule or teasing by other students. Additionally, students must trust that the teacher will not ridicule, use sarcasm, or otherwise berate the student when answering questions or addressing issues. The student must feel a degree of safety in all aspects of the classroom and school environment before progressing to the next step in Maslow’s theory — belongingness and love needs.

Robert Slavin, in his book, Educational Psychological notes, “The most important…needs, however, may be those for love and self-esteem.” The student must feel that he/she is important as an individual — that he/she is lovable and is deserving of being loved and cared about. Oftentimes the only time that these attributes are reinforced may be by the teacher at school. Students must be made aware that teachers value them as individuals as well as the work they perform. We as teachers must take advantage of each and every opportunity to reinforce each student’s self-esteem in the manner in which we treat them in the classroom. This reinforcement of positive attributes of the student in turn aids in developing respect or a favorable impression of oneself.

Once these needs are met, the student may then move to the next level–need to know and understand. It is at this level that the student is most receptive to learning. Our challenge is to aid the student in achieving this level.

What we can do as teachers to aid students in moving up Maslow’s Hierarchy

    1. Understand that each student brings his/her own unique background to the classroom. A student’s readiness to learn is not solely dependent upon existing knowledge and skills. We must develop a relationship with the student in order to determine their current readiness level. Once determined, we must develop a strategy to address current needs as well as the needs in the next level. In many instances this may involve additional community and governmental resources, especially at the lower levels.


    1. Create a safe classroom environment. Develop rules and procedures which provide a structured environment rich in routine and shared expectations. Develop and enforce rules prohibiting sarcastic, degrading, and berating remarks and comments by students directed at other students. In my classroom I implemented a “No Hunting” rule. No student may physically or verbally hurt another. Additionally, learn to use positive reinforcement instead of negative reinforcement to correct student behaviors. Lastly, provide copious amounts of praise and reinforcement for student risk taking. Become an advocate for each of your students. Take time out to let each student know how well they are doing. This could take the form of a short handwritten note on their papers, or verbal comment. The key is to focus on the students’ positive attributes and aid the student in developing an increased level of self-esteem.


  1. Let students know that you care about them. Although many of us assume our students know this, it’s not necessarily the case. Let the students know that you want them to succeed, whether it be to pass your latest test, or class, or graduate from college and get a good job. Let them know that you appreciate the work they do on classwork, or a test, or homework. Take the time out to explain issues and concerns with them. When feasible, provide student participation in the class decision-making process. Opportunities include scheduling tests, methods for teaching material, and scheduling blocks of instruction.

Although many issues pertaining to student progress in Maslow’s Hierarchy emanate from outside the school environment, as teachers we are in a position to strongly influence student outcomes. However, to change outcomes we must first understand that we must assess the whole child to include not only student knowledge of material but, more importantly, student readiness levels based on Maslow’s theory and obstacles to learning. Only when we address both of the issues will student learning be enhanced and maximized.


Based on abraham Maslow’s theory of hierarchical needs, people should achieve the basic level before they  try to reach the higher level of needs. What teachers do in the class adapting to the Maslow’s theory is to aid students in reaching self-actualization in order to develop their talents and potential. Providing free breakfast or maybe meals for students who haven’t had breakfast is a kind of effort to prepare them be fresh and fit, because lack of nutrition can distract students’ concentration in classroom. This is kind of motivation for students to be cheerful going to the school. So, the first need (psychological) is fulfilled.

Creating dynamic and respectful classroom atmosphere will help students to build their safe environment in physical, emotional, and psychological ways. For example, they feel free to answer, give questions, and share their ideas without any anxieties of being berated. So, they will be motivated to be active in the class. This can improve students’ achievements in academic. In addition, students have to trust that the teacher can be respectful and wise while hearing their answers and opinion.

After reaching that level, students can jump to the next level; belongings and love needs. This stage shows that students want to be loved and cared, and want the teacher values them as important as human-beings. If teacher shows his/her attention towards all students, they will be motivated to learned because they will feel that they are important and being honored by their teacher. This is important for teacher to fulfill this need because it can motivate students well.

Teachers can do some strategies in reaching Maslow’s  hierarchy of needs, they are:
– Understanding the uniqueness of the students’ background, which is the level of students’ abilities. After knowing each level of students, teacher can make some strategies to address their needs.
– Building safe classroom environment. Teacher can use positive reinforcement and become adviser for each student. Teacher focuses on positive attributes, students development and level of self-esteem.
– Letting them know that you, as their teacher, care about them, appreciate their work and want them to succeed.

If we as teacher candidates apply this theory in classroom, we might help our students to do their best in learning and motivate them to achieve as well as possible.


Faqih Al Adyan (2009110038)

Ratih Anindiya (2009110002)

Nia Salamah (2009110018)

Andi Firmansyah (2009110012)


Posted by on September 26, 2011 in Articles


reflection to be reflective. :)

MMSEL or Motivation and Management of Student for Effective Learning is new topic that I get in this semester (fifth semester). When I heard it in the first, I felt confuse what we will learn in this topic, and suddenly my brain full of theory that related with motivation. I just say in my heart, Oh my God, how many theory that will I get in this day, I think it will be hard for me to follow this topic, because I am one of students that has low level in memorizing, so that I feel afraid if I cannot follow well in this topic. But, okay no problem, it will be okay. I always said like that to give courage for myself.
And badadam, the clock showed in 8.00am, its mean MMSEL class will be start, I still confuse what will we learn and I still imagine how many theory that we will have today, so confusing. Hahahhaa. But, it’s not like my imagination, why? MMSEL class is not scary class like my imagination. MMSEL class is one of my favorite classes. In this class, I can increase my confident to speak in front of the class; I think it’s much needed, because I’m a teacher candidate. Like in this day, I can tell to my friends why I want to be a teacher honestly. For your information, one main reason why I want to be a teacher is I want to get more of attention from many people. Maybe it is strange reason, but, I just to try to talk honestly. Hehehehehe. Besides that, I also tell another reason, why I want to be a teacher.
My friends also tell why they want to be a teacher, I think it’s the interesting one in this day, because I can know my friends deeply, and I can learn from them by hearing they story. This is the interesting season. Another interesting season is when we write down all of why we like some topic or why we dislike some topic. After that, we decide which one the intrinsic motivation and which one the extrinsic motivation. From that, I can understand about intrinsic and extrinsic motivation more. We also discuss with our group about some theory in motivation.
Oh so wonderful in this day, I can get much new knowledge. I hope I always get new knowledge and always cheerful when I join in this class. Thanks for my lecture and all my friends. 

Evik Dwi Priagung
Section B 2009


Posted by on September 26, 2011 in Reflection week 1


Reflection week – 1

At the first meeting, we define what motivation is and how motivation will make someone doing better or otherwise.  For me, motivation is the reason(s) why someone acting or behave in particular way to achieve their goal(s).  Motivations divide into two types, intrinsic and extrinsic. Intrinsic is said to be stronger motivation than extrinsic. Intrinsic motivation will last long while extrinsic motivation can be weakened when the thing that motivate disappear.

We also discuss about what the thing(s) that motivates us to study in SSE and become teacher. In class, I didn’t have the chance to share my story, so that I share my story here. In the past, I never wanted to be a teacher because I don’t like to be a center of attention and I don’t have a confidence. However, my parents forced me to study in SSE. I felt that this is a burden, but after I attended the courses, I finally have a confidence to become the teacher. Then my confidence become one of my motivation becomes a teacher.

I have some figures that I admire as a teacher. One of them is Ron Clark. Mr. Clark can integrate students’ hobbies into learning activities so students feel enthusiasm and interest to learn. He is a firm and discipline person so students respect him.  Another person that I admire is my teacher in my senior high school. My teacher is really caring about his students. He knew very well each of his students. He knew their strength and weaknesses so he knew how to advance his students ability.

Many things become my motivation, wheter it is intrinsic or extrinsic. I hope my motivation will always motivate me to reach my goal which is becoming a great teacher who can be a motivator to my students later.


Rahayu Kinasih


1 Comment

Posted by on September 26, 2011 in Reflection week 1


Reflective Class

The first MMSEL (Motivation and Management of Students for Effective Class) class was quite reflective because we described what motivation is based on our prior knowledge. We also defined the essence of intrinsic and extrinsic motivation based on our experience. Some of students had interesting intrinsic and extrinsic motivation to come the the class, such as wanted to meet friends and felt curious about the lecturer.

We were given a chance to show our motivation to be a teacher and to define ideal and motivating teachers based on our experiences. Some my friends stated that they want to be a teacher because of their interest in education and also want to be the center of attention. It was quite interesting and funny. But, the most important thing is that I found some of my friends have valuable intents to be a teacher. I realized that I am studying with some people having strong passion in education. It motivates me to be a teacher and learn more about pedagogy.

The next is about ideal and motivating teachers reflected to our own teachers who had taught us. Some of my friends stated that ideal and motivating teachers should be fun, respect, wise, and prestigious. It was interesting to know about my friends’ opinion. In my own, I perceived that ideal and motivating teachers should know each individual needs and have high expectations toward all students, because it can increase students’ self esteem and  improve students achievements.

In the group work, I got an article about humanistic motivation based on Maslow’s theory about human needs. Actually, I have learned about it in the first semester. There are 5 hierarchies of needs; Psychological, safety, belongingness and love, esteem, and self-actualization. Those needs make people motivated to strive and work hard to fulfill them. I know that I still need much knowledge because I need to know how to apply that theory in classroom in order to make students motivated to learn. So, I will not miss the next meeting because I realized that this course is very important for me to help me becoming a motivating teacher.

Faqih Al Adyan


1 Comment

Posted by on September 26, 2011 in Reflection per week, Reflection week 1


First Class Reflection: Motivation’s Motive

Nick Vujicic


Talking about motivation, it reminds me to two things, first Mario Teguh, Andrie Wongso and friends, and second Inception. Those two things are related to motivation strongly (based on my perception), but before I go through to those things I want to talk about our first class. Read the rest of this entry »


Posted by on September 26, 2011 in Reflection week 1


Tags: , , , , ,

Andi Firmansyah – Finding Myself in Motivation and Management of Student for Effective Learning (MMSEL) Class

This my first E-Reflection of Motivation and Management of Student for Effective Learning (MMSEL) Class, In Thursday I learn about Motivation and Management of Student for Effective Learning (MMSEL) with Miss Lydia Aritha. I so much this lesson because the lecturer and contain. So i would like to share what I get in this class.

First from the lecturer Miss Lydia Aritha, she a mother with the 16 month baby but she very kind and powerful as a lecturer she can bring the class very enjoy and not boring. In this first meeting she introduce herself by kindly and she try to know her student by call the name of the student and i see she make some note in white paper may be the nick name of every student she also ask some interesting to every student like where do you live? We very enjoy this lesson.

In this lesson she so much talks about the basic definition of motivation and teacher. in this lesson i found so much a wish word like Ismi Apriliani said when Miss Lydia Aritha ask Ismi why she want to be teacher Ismi said that “teacher is challenging job in this world because not like machine in technique we can do like we want and we can chance as we need, but teacher is how to make a someone mind with all the knowledge that we have.

In this lesson too, I feel like in my senior high school because in this class i can get price like in my school. When Miss Lydia Aritha ask me, why I want to be teacher I tell that one of my motivation is I like teacher job that so enjoy and can drink a tea in class because I like tea and I like to drink tea in every time that I can drink so I want to be a teacher but I do not why Miss Lydia Aritha give me a price hehe she give a piece of coffee and Alhamdulillah for it I think I can back to my time I can do it better in every time i life. And in a slide, again I found a wish word that said “A good teacher is like a candle – it consumes itself to light the way for other” and this word reminding all time after this class in myself.

Miss Lydia Aritha tell to us that motivation is come from word movere that mean move or bergerak in Indonesia and Miss Lydia Aritha make a polling to find the internal motivation and external motivation and i fun some interesting about the definition or characteristics based of the polling of teacher who can to be a great motivation to the student, here the teacher definition or characteristic who student like teacher should be fun, humorist, kind, humble, respect, do not said the student name base of absent number, show the best one, guide, various activity when teaching, challenging, friendly, sharing experience, patient, and well prepare. But in the last Miss Lydia Aritha said that teacher definition or characteristic is very long but it only externals motivation and all of the student just laughing heheJ. So much attractive this lesson, in this class so many talking and sharing about our experience and our motivation as a teacher candidate.

In the last of the lesson again i get the wish word this the word “A hundred years from now, it will not matter what kind of car I drove, what kind of house I live, how many money I had in the bank, but the world may be the better place because I made a difference in the life of a child” Forest Witcraft.

In my mind this lesson was so effective and the time so much enough for elaborate the student idea and experiences. But I have suggestion some time I want to get more explore to my friends experience’s, because I think if I found something problem or situation like what my friend have done i can solve it better and faster. And I hope next all of us in class can get a tea hehe J. May be some of you think why the title is finding myself, because i feel this class like my own family all have change better than before so i think this time for finding my new “Asyah”.


Posted by on September 26, 2011 in Reflection week 1


Make a Difference

Today’s’ meeting is very interesting because I meet a new lecture and I can hear my friend’s motivation to become a teacher. My friend story is very interesting, especially Nia’s story. She told that she had meet president because she follow teaching competition and become the winner. Wow, that’s great. I am very proud of her. I hope she is become a great teacher letter. Another story are also interesting, like Evik interest to be a teacher because he wants to be a spotlight. Like Miss Indonesia “semua mata tertuju padamu”. That’s right Evik, teacher also an actress right?

Actually we learn about what motivation is and what kind of motivation. What is motivation itself? I think motivation is a goal and energy to achieve the goal. They are two kinds of motivation, extrinsic motivation and intrinsic motivation. Because me and my friend already have this from Educational Psychology subject, its make this meeting more enjoyable because we talk about motivation more personal. When the activity classify the motivation (extrinsic or intrinsic) from some motivation come to MMSEL class its quite make me confuse. At the last I know that extrinsic motivation will depend to the matter that make someone motivation. Extrinsic motivation will be lost if the motivated doesn’t axis. Whereas intrinsic motivation more strong and outworn, because it’s not depend to the other.

I am happy to know that my motivation to be a teacher not only extrinsic motivation, but also come from my heart (we call it intrinsic motivation). From my heart, I want to be teacher to make a difference. Like SSE slogan “together we make a difference”.



Posted by on September 25, 2011 in Reflection week 1


Week 1 Reflection

This week is the first meeting in Motivation and Management of Students for Effective Learning (MMSEL) subject. Before entering the class, I felt so sleepy caused of the schedule. Yes, MMSEL class will start at 8 a.m.. It makes (nope, forces actually :p) me to wake up earlier in the morning. That’s why I felt sleepy in that time. I also felt curious with the lecturer, Ms Lidya. Actually, I have already met  her in the Welcoming Worship last Friday. But, I really want to see the way she taught us. Besides the lecturer, I also curious about the subject. I want to know what new knowledge that I will get from this subject.

From the meeting, I reflect so many things about my teaching, especially on the motivation side. I realize about what thing that motivated me to become a teacher. Actually, I didn’t have it specifically. I just like to teach someone, the feeling when I see someone understand with my explanation is so grateful. Then, I remember my teachers that inspire me to become a teacher, i.e.:

My Biology teacher (Junior High School), because she taught me in a different way. She makes me understand Biology through her story. Yes, she always tells a story about the topic that being taught.

My Mathematics teacher (Junior High School), because she made me see mathematics in real life situation. He is my first mathematic teacher that use real life example in the lesson.

My PETA’s lecturer (SSE), because he showed me many ways to teach Mathematics. Those new methods are really new and innovative for me, because I haven’t seen it in my study before.

Those three teacher (and lecturer actually) really inspire me and become my motivation to become a good teacher. I also reflect on myself, that later I want to do what they did to me: motivate my students.

Through this first meeting, I can conclude that I have my own expectations of this subject. I hope I can get more understanding and knowledge about motivation. This is important, because I also learned that motivation come from 2 sides, intrinsic and extrinsic. I can help myself (and other people also) to dig my intrinsic motivation. I also can give any extrinsic motivation to my students on they learning activity. This skill and knowledge will enrich me to become a great teacher someday. 🙂

Jonathan Saputra



Posted by on September 25, 2011 in Reflection week 1


Tags: , , , ,