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Abstract
Penelitian ini membahas hubungan antara motivasi, minat, dan regulasi diri dalam belajar dengan mengintegrasikan perspektif psikologi pendidikan dan nilai-nilai spiritual dalam Islam. Motivasi merupakan faktor pendorong yang menggerakkan individu untuk melakukan aktivitas belajar, sedangkan minat belajar berperan dalam meningkatkan ketertarikan serta keterlibatan peserta didik dalam proses pembelajaran. Regulasi diri atau self-regulated learning memungkinkan peserta didik mengelola proses belajar secara mandiri melalui perencanaan, pemantauan, serta evaluasi terhadap strategi belajar yang digunakan. Penelitian ini menggunakan metode studi literatur dengan menganalisis berbagai sumber ilmiah seperti buku psikologi pendidikan, artikel jurnal, serta sumber keislaman berupa ayat Al-Qur’an dan hadis Nabi. Hasil kajian menunjukkan bahwa motivasi intrinsik dan ekstrinsik memiliki peran penting dalam meningkatkan semangat belajar siswa. Selain itu, kemampuan regulasi diri membantu siswa mengembangkan strategi belajar yang efektif dan meningkatkan kemandirian belajar. Dalam perspektif pendidikan Islam, konsep niat, keutamaan menuntut ilmu, serta nilai spiritualitas dapat menjadi sumber motivasi yang kuat dalam proses pembelajaran. Integrasi antara pendekatan psikologis, pedagogis, dan spiritual dapat menciptakan pembelajaran yang lebih bermakna, berkelanjutan, dan mampu membentuk karakter peserta didik yang unggul secara intelektual maupun spiritual.
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References
- Al-Ghazali, A. H. (2007). Ihya Ulumuddin (Terjemahan). Jakarta: Republika Penerbit.
- An-Nawawi, I. (2012). Syarah Shahih Muslim. Jakarta: Pustaka Azzam.
- Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
- Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge: A Cognitive View. Dordrecht: Kluwer Academic Publishers.
- Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W.H. Freeman and Company.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
- Deci, E., & Ryan, R. (2000). Intrinsic and extrinsic motivations. Psychological Inquiry.
- Emmons, R. A. (1999). The Psychology of Ultimate Concerns: Motivation and Spirituality in Personality. New York: Guilford Press.
- Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, 34(10), 906-911.
- Frankl, V. E. (1946/2006). Man's Search for Meaning. Boston: Beacon Press.
- Jeynes, W. H. (2003). Religion, Education, and Academic Success. Greenwich, CT: Information Age Publishing.
- Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates. Journal of Educational Psychology, 97(2), 184-196.
- Locke, E. A., & Latham, G. P. (2002). Building a Practically Useful Theory of Goal Setting and Task Motivation: A 35-Year Odyssey. American Psychologist, 57(9), 705-717.
- Love, P., & Talbot, D. (1999). Defining Spiritual Development: A Missing Consideration for Student Affairs. NASPA Journal, 37(1), 361-375.
- Mayer, R. E. (2009). Multimedia Learning (2nd ed.). New York: Cambridge University Press.
- Pargament, K. I. (1997). The Psychology of Religion and Coping: Theory, Research, Practice. New York: Guilford Press.
- Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 451-502). San Diego: Academic Press.
- Renninger, K. A., & Hidi, S. (2016). The Power of Interest for Motivation and Engagement. New York: Routledge.
- Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78.
- Santrock, J. W. (2018). Educational Psychology (6th ed.). New York: McGraw-Hill Education.
- Sardiman. (2016). Interaksi dan motivasi belajar mengajar. Jakarta: Rajawali Pers.
- Schunk, D. (2012). Learning theories: An educational perspective. Boston: Pearson.
- Schunk, D. H., & Ertmer, P. A. (2000). Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 631-649). San Diego: Academic Press.
- Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in Education: Theory, Research, and Applications (4th ed.). Upper Saddle River, NJ: Pearson Education.
- Slameto. (2015). Belajar dan faktor-faktor yang mempengaruhinya. Jakarta: Rineka Cipta.
- Walker, K. L., & Dixon, V. (2002). Spirituality and Academic Performance among African American College Students. Journal of Black Psychology, 28(2), 107-121.
- Wentzel, K. R. (1997). Student Motivation in Middle School: The Role of Perceived Pedagogical Caring. Journal of Educational Psychology, 89(3), 411-419.
- Zimmerman, B. (2000). Self-regulated learning. Handbook of Self Regulation.
- Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64-70.
References
Al-Ghazali, A. H. (2007). Ihya Ulumuddin (Terjemahan). Jakarta: Republika Penerbit.
An-Nawawi, I. (2012). Syarah Shahih Muslim. Jakarta: Pustaka Azzam.
Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge: A Cognitive View. Dordrecht: Kluwer Academic Publishers.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W.H. Freeman and Company.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
Deci, E., & Ryan, R. (2000). Intrinsic and extrinsic motivations. Psychological Inquiry.
Emmons, R. A. (1999). The Psychology of Ultimate Concerns: Motivation and Spirituality in Personality. New York: Guilford Press.
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, 34(10), 906-911.
Frankl, V. E. (1946/2006). Man's Search for Meaning. Boston: Beacon Press.
Jeynes, W. H. (2003). Religion, Education, and Academic Success. Greenwich, CT: Information Age Publishing.
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates. Journal of Educational Psychology, 97(2), 184-196.
Locke, E. A., & Latham, G. P. (2002). Building a Practically Useful Theory of Goal Setting and Task Motivation: A 35-Year Odyssey. American Psychologist, 57(9), 705-717.
Love, P., & Talbot, D. (1999). Defining Spiritual Development: A Missing Consideration for Student Affairs. NASPA Journal, 37(1), 361-375.
Mayer, R. E. (2009). Multimedia Learning (2nd ed.). New York: Cambridge University Press.
Pargament, K. I. (1997). The Psychology of Religion and Coping: Theory, Research, Practice. New York: Guilford Press.
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 451-502). San Diego: Academic Press.
Renninger, K. A., & Hidi, S. (2016). The Power of Interest for Motivation and Engagement. New York: Routledge.
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78.
Santrock, J. W. (2018). Educational Psychology (6th ed.). New York: McGraw-Hill Education.
Sardiman. (2016). Interaksi dan motivasi belajar mengajar. Jakarta: Rajawali Pers.
Schunk, D. (2012). Learning theories: An educational perspective. Boston: Pearson.
Schunk, D. H., & Ertmer, P. A. (2000). Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 631-649). San Diego: Academic Press.
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in Education: Theory, Research, and Applications (4th ed.). Upper Saddle River, NJ: Pearson Education.
Slameto. (2015). Belajar dan faktor-faktor yang mempengaruhinya. Jakarta: Rineka Cipta.
Walker, K. L., & Dixon, V. (2002). Spirituality and Academic Performance among African American College Students. Journal of Black Psychology, 28(2), 107-121.
Wentzel, K. R. (1997). Student Motivation in Middle School: The Role of Perceived Pedagogical Caring. Journal of Educational Psychology, 89(3), 411-419.
Zimmerman, B. (2000). Self-regulated learning. Handbook of Self Regulation.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64-70.