Integrating Learning Psychology Theories to Enhance Student Self-Management and Motivation in Islamic Secondary Education

Nurul Hadziqoh Munawwaroh; Muhammad Sahrul; Nurleha; April Aurellia; Sunah Mufridah Al-Hafidz; Mayuha Salsa Zayyina

doi:10.61987/jemr.v4i4.1138

Authors

Nurul Hadziqoh Munawwaroh Sekolah Tinggi Agama Islam Darussalam Kunir
Muhammad Sahrul Sekolah Tinggi Agama Islam Darussalam Kunir
Nurleha Sekolah Tinggi Agama Islam Darussalam Kunir
April Aurellia Sekolah Tinggi Agama Islam Darussalam Kunir
Sunah Mufridah Al-Hafidz Sekolah Tinggi Agama Islam Darussalam Kunir
Mayuha Salsa Zayyina Sekolah Tinggi Agama Islam Darussalam Kunir

DOI:

https://doi.org/10.61987/jemr.v4i4.1138

Keywords:

Student Development, Learning Psychology, Learning Motivation, Self-Management

Abstract

This study aims to examine how educational institutions develop students’ self-management and learning motivation through institutional programs, daily habituation, reward systems, and diverse learning approaches, while identifying challenges in sustaining these practices. A qualitative descriptive approach was employed. Data were collected through semi-structured interviews, observations, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data reduction, data display, and conclusion drawing. The findings show that students’ motivation is developed through a combination of intrinsic and extrinsic strategies, including verbal appreciation and periodic rewards in the form of certificates and trophies. Self-management is strengthened through routines emphasizing punctuality, discipline, environmental responsibility, and congregational prayer. Learning activities integrate behaviorist, constructivist, social cognitive, and contextual learning perspectives through varied learning zones. Periodic evaluations indicate progressive but fluctuating motivation, with 65% of students demonstrating increased enthusiasm and motivation. However, inconsistent reinforcement of discipline within the home environment remains a significant challenge. The findings highlight the importance of integrating motivational strategies, structured routines, and theory-informed learning practices. Sustainable collaboration among educational institutions, parents, and the wider community is recommended to reinforce students’ self-management and learning motivation.

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