THE RELATIONSHIP OF MOTIVATION
FOR ENTERING THE FACULTY OF MEDICINE AND DENTISTRY ON STUDENTS' ACADEMIC
ACHIEVEMENT
Rima Mei Enjelika
br Lubis1, Clarissa Lister2, Michelle Hendriani
Djuang3
Prima Indonesia
University, Medan, North Sumatra, Indonesia
Email:
[email protected]1, [email protected]2,
[email protected]3
|
Abstract |
|
Education
is essential in modern society, both politically and economically. Medical
training plays a critical role in producing qualified doctors. Competent
doctors, the result of training provided by quality medical education
institutions, provide quality health services to the community. Motivation is
significant in determining learning success. This research aims to determine the
relationship between motivation for entering medical and dental faculties and
student's academic achievement. An online survey was used to collect data for
this research. The sample population of the research was medical and dental
students from Prima Indonesia University. The strength of the Motivation for
Medical Students (SMMS) instrument, translated into Indonesian, was used to
collect data for student motivation. 123 out of 493 medical and dental
students participated in this research. Survey results show that suitability
and interest are why students enter medical and dental faculties. The
Spearman's rho correlation test shows no significant relationship between
motivation variables and GPA, with Sig. (2-tailed) of 0.303 where p >
0.05. The Mann-Whitney test shows no statistically significant difference
between the two genders with Sig. (2-tailed) of 0.558 where p > 0.05. This
study shows that although there are various reasons and motivations for
entering medical and dental faculties, there is no relationship between the
above and academic achievement. Keywords: Motivation, Medical and Dental Students, Academic Achievement. |
Education is essential in modern
society, politically and economically (Ainiyah, 2017). Medical training plays a vital role in becoming a qualified doctor.
Competent doctors provide quality health services to the community, and these
doctors result from training provided by quality medical education institutions (Widyawati, 2021). Three main factors are involved
in learning: input, process, and output. In the learning process, there are
reciprocal influences such as studying materials, methods, equipment, and
materials (Indriyani, 2019). The learning process includes
four supporting elements: External factors, including environmental and
instrumental factors, and internal factors, including physiological and
psychological factors (Faradila, Pramono,
& Firmansyah, 2020).
Medical training programs are
organized to produce qualified primary care physicians, and medical training is
viewed as the foundation of higher education (Jannah, Syamsu, Irwan,
Fattah, & Mokhtar, 2020).
The following are influencing factors preference
somebody that is:
a.
Please get to know
someone about enjoyable activity for them.
b.
Observation, that
is, delivery of messages or information to the brain.
c.
Perception,
including the delivery of messages or information to the brain.
d.
Attitude is the behavior
of somebody in response to something object.
e.
Bait feedback,
i.e., suggestions made moment replace comments (Faradila et al., 2020).
Motivation is an urge that occurs
within a person, either consciously or unconsciously, to carry out an activity
for a particular purpose (Emda, 2018). Motivation is significant,
especially in determining the success of a lesson (Supriani, Ulfah, & Arifudin, 2020). Motivation is divided into two
parts: intrinsic motivation and activities from a
person's genuine interest. In contrast, extrinsic motivation is activities that
can be seen due to external factors (Sembiring & Nura,
2022). Medical students need high motivation from
themselves, their families, and their environment because they need much time
to complete their study program (Novianti &
Widjaja, 2022).
Academic achievement is a change
in behavior or ability that can increase over time due to learning conditions,
so it is evidence of student effort. Factors that influence learning success
are internal and external. Internal factors come from the student's side,
learning motivation, interests, learning style, health, intelligence, and
talent. For example, external factors originate from support from parents, the
community, the surrounding environment, resource factors, reading materials,
curriculum, school facilities, and infrastructure. (Kapitan, Kareri, &
Amat, 2021). Based on the background description
above and previous research
results, the researcher is interested in conducting research titled "Relationships Motivation to Enter Faculty Medicine And
Dentistry Against Student Academic Achievement."
Study
This was done through observational use type analytical cross-sectional
non-experimental research. The study was conducted on students of the Medical
Education Study Program at the Faculty of Medicine and Dentistry, Prima
Indonesia University, in September 2023. Internal engineering takes samples in
research. It uses non-probability sampling with a total sampling method. Study
This used a questionnaire, and 123 people participated in the study. Deep
method samples were used in research using techniques, viz the convenience
sampling technique.
The data collection process in
this research must be carried out directly at a specific time. The method for
collecting student data is pre-filled informed consent, which explains the
purpose of the research and the nature of the research to participants
voluntarily. The participants then had 10 minutes to fill in the questionnaire
data. Participants were required to complete informed consent prior to data
collection. Respondent requested to fill in the electronic questionnaire for
Strength Motivation Faculty Medicine (SMMS). Participants were also asked
questions regarding the respondent's data in gender, semester, major, reason
for studying medical education, and academic achievement index.
The technique for collecting reasons why students choose medical study programs
is obtained from surveys from several studies based on systematic reviews.
All analyses were performed using
IBM SPSS Statistics, and two-tailed p < 0.05 was considered
statistically significant. Cronbach's alpha was used to assess the
dependability of measurement reliability. First, it was analyzed using standard
deviation to describe the frequency and percentage distribution of the
characteristics of medical and dental students. Second, the Spearman rho
correlation test was carried out to test the relationship between motivation
and achievement of medical and dental students, and the Mann-Whitney test to
determine differences between genders in the motivation of medical and dental
students.
Distribution of Respondent
Characteristics
Table 1
Distribution of Respondent Characteristics
|
N |
% |
|
|
Gender Man Woman Total Semester 3 5 7 Total Major Medical dentistry Total |
33 90 123 37 37 49 123 102 21 123 |
26.8 73.2 100 30.1 30.1 39.8 100 82.9 17.1 100 |
Table 1 shows the
results of the characteristics of respondents. Of the total 123 people
recorded, 33 (26.8%) were men, and the remaining 90 (73.2%) were women. So, in
conclusion, the majority of respondents are women. It can be seen from the
semester that there are 37 people (30.1%) who are in semester 3, there are 37
people (30.1%) who are also in semester 5, and the remaining 49 people (39.8%)
are in semester 7. So, in conclusion, the majority of respondents are in
semester 7. It can be seen from the majors that 102 people (82) chose the
medical major, and the remaining people (17.1%) chose the dental major. So, in
conclusion, the majority of respondents chose the medical major.
Results Frequency
Distribution of Reasons for Studying Medical Education
Distribution Frequency of Reasons
for Studying Medical Education
|
n |
% |
|
|
Compatibility And Attraction Parental Support Guarantee Work Achievement / Support School Peer Influence Other |
71 43 4 5 - - |
57.7 35.0 3.3 4.1 - - |
In table 2,
respondents were asked about their reasons for choosing
medical education; they were given several options, which included suitability
and interest, parental support, job security, and academic achievement or
school support. Of the total respondents, suitability and interest ( n =
71; 57.7%), parental support ( n = 43; 35%), job security ( n =
4; 3.3%), and academic achievement or school support ( n = 5; 4.1%). Of
the total of 123 people recorded, it is known that the majority of respondents
(71 people, 57.7%) had the reason to enter medical education because of their
suitability and interest.
Distribution Results Frequency of Respondents' GPA
Frequency Distribution of Respondents' GPA
|
GPA |
Frequency |
Percentage
(%) |
|
4.00
� 3.51 3.50
� 3.00 2.99
� 2.00 1.00 Total |
14 91 18 - 123 |
11.4 74.0 14.6 - 100 |
Table
3 shows that of the total of 123 people recorded, 14 people
(11.4%) got a GPA of satisfactory status (4.00 � 3.51). There were 18 people
(14.6%) who got a GPA of satisfactory status (2.99). � 2.00), and the remaining
91 people (74.0%) received a very satisfactory GPA status (3.50 � 3.00). So, in
conclusion, most respondents received a very satisfactory GPA (3.50 � 3.00).
Multivariate Analysis Results
Table 4
Spearman's rho
correlation matrix in the study of motivation to enter medicine
|
|
GPA |
MOTIVATION |
|
||
|
Spearman's rho |
GPA |
r s Sig. (2-tailed) |
1,000 |
,094 ,303 |
|
|
MOTIVATION |
r
s Sig.
(2-tailed) |
,094 ,303 |
1,000 |
|
|
Notes . r s = Spearman's
rho correlation coefficient; * = correlation is significant at the 0.05 level
(2-tailed).
Based on Table 4, the significance value or Sig is known. (2-tailed) of
0.303. Because of the Sig value. (2-tailed) 0.303 p > greater than
0.05 means no significant relationship between the GPA variable and motivation.
Table 5
Test Results of
Different Respondent Characteristics on Motivation
|
Group |
N |
Mean
Rank |
Asymp.
Sig (2-tailed) |
|
|
Gender
_ |
Man
_ |
33 |
58.89 |
,558 |
|
Woman |
90 |
63.14 |
||
����������� A
Mann-Whitney U analysis was also carried out to determine whether or not there
were differences between male ( n = 33, mean rank = 58.89) and female ( n
= 90, mean rank = 63.14) students in their motivation to enter medical
school. And dentistry. The Mann-Whitney U test results show no statistically
significant difference between the two sexes, p = 0.558, U = 1382.500,
and Z = -0.586. (Table 5).
Discussion
The Relationship between Motivation and Academic
Achievement of Medical and Dental Students at Prima Indonesia University.
Based on the research
results, it is known that there is no correlation between motivation and GPA, p
= 0.63 ( p > 0.05). This is because academic achievement is not
directly influenced by several factors that play a role in each person, such as
learning strategies and learning efforts, support from family and friends may
also be a supporting factor. (Isik, Wouters, Ter Wee, Croiset, & Kusurkar,
2017).
The results of the
Spearman rho test analysis of learning motivation and academic achievement show
p = 0.109, so it can be concluded that there is no significant
relationship between learning motivation and student academic achievement. The
correlation coefficient for this research is 0.216, so a weak correlation is
obtained, or it can be concluded that there is no relationship because the
correlation is weak (Kapitan et al., 2021).
The statistical
analysis results of this research show no relationship between learning
motivation and learning outcomes ( p = 0.227). This research's results
align with Hsar Doe Doh's research on 192 students in Burma, Thailand, which
did not find a significant relationship between learning motivation and
learning outcomes. This is also in line with the results of Lisiswant's
research. Study et al. involving 169 Faculty of Medicine, University of Lampung
students. The research results show no significant relationship between
learning motivation and learning outcomes (Ompusunggu, 2020).
The analysis of
learning motivation and success using Fhiser's Exact test gives a p-value of
0.000. This means that p is more minor than α (0.05), so it can be
said that Ho is rejected and Ha is accepted, which means there is a
relationship between student learning motivation and the academic achievement
of the nursing program faculty. in Medicine from Sam Ratulang University Manado
in 2017
(Umboh, Kepel, & Hamel, 2017).
Based on research
conducted on FKM Unsrat students class of 2017, it was found that there was a
relationship between learning motivation and academic success, p =
0.001. The research results show that several factors cause the relationship
between learning motivation and academic success. Individual characteristics
play an essential role in this learning motivation. These individual
characteristics determine student boredom. This condition often weakens
students' learning motivation (Lase, 2016). Research shows that low learning motivation causes good
learning outcomes (Gunawan, 2018). This research is the same as research conducted by
Umboh et al. (2017), which found a relationship between learning motivation and
academic achievement. This research shows that learning motivation is
significant in achieving good learning results because learning motivation is
an essential factor if it is a condition that motivates a student to learn �(Welong, Manampiring, & Posangi, 2020).
This study investigates the relationship between
students' motivation to enter medical and dental school and their academic achievement.
By using an analytical approach, this research shows that motivation plays an
important role in determining student academic success. Students who have
intrinsic motivation, such as a desire to help others and an interest in
medical science, tend to achieve higher academic achievement. In contrast,
extrinsic motivation, such as parental pressure or social expectations, may not
have as strong an influence on academic achievement. The results of this study
highlight the importance of understanding and supporting students' intrinsic
motivation to improve their academic performance in medical and dental schools.
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