Motivational Theory Abraham H. Maslow

adi suprayitno
Motivational Theory Abraham H. Maslow

Motivational Theory Abraham H. Maslow
To achieve the success of a program, it is very important to foster achievement motivation in teachers. The problem of motivation is closely related to one’s needs. Abraham H. Maslow (in Sugeng Paranto, 1981: 4) classifies human needs hierarchically as a pyramid of the most basic needs to the highest needs of:
1. Physiological needs: eating, drinking, sleeping, and others;
2. The need for security;
3. The need for recognition, acceptance, compassion, and others;
4. The need for understanding, mastery of science, success, and others;
5. The need for self-actualization and beauty, curious, creativity, and others.
2. The role of motivation
Ahmad Rohani (2004: 12) says: Indeed an individual will be driven to do something if you feel there is a need. These needs create an imbalance, a sense of tension that demands satisfaction in returning to a state of balance (balancing).
Regarding the importance of motivation to achieve success in learning, Sardiman (1994: 98) said that the role of a typical motivation to learn is in terms of growing passion, feel happy and the spirit to learn.
3. Author’s Opinion
The increasing ability of teachers and the growing commitment of teachers in making Innovative RPP is highly dependent on how much motivation it has. Motivation can be stimulated by external factors (extrinsic motivation) but the motivation is to grow within a person (intrinsic motivation).
As a supervisor, should pay attention to the principles of motivation, among others: the provision of challenges, self-esteem involvement, rewards, competition, cooperation.
In accordance with the theory, human needs are tiered. Assuming that basic needs such as physiological needs, the need for security, the need for recognition, acceptance and compassion have been met, the need for mastery of science, success and others is a gap / imbalance. The gap, if managed properly by supervisors will lead to strong achievement motivation.
At least the supervisor can initially be an extrinsic motivator before the intrinsic motivation grows in the teachers. The key to success is the ability of the supervisor to make the preparation of the Innovative RPP into the needs of teachers

Views All Time
Views All Time
Views Today
Views Today