Motivation to Learn Mathematics on Different Personality Types

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E-mail: [email protected] ISSN: 2580-278X (e) pp : 36-43

Sainstek: Jurnal Sains dan Teknologi

Vol 15 No 1, June 2023 ISSN: 2085-8019 (p), ISSN: 2580-278x (e)

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Motivation to Learn Mathematics on Different Personality Types

Annisa Dwi Kurniawati

^1*

, Tunjung Genarsih

¹

, Maulida Nurhidayati

¹

1Institut Agama Islam Negeri Ponorogo Jl. Pramuka No. 156 PO.Box 116 Ponorogo

*e-mail: [email protected]

Article History

Received: 30 January 2023 Reviewed: 30 May 2023 Accepted: 14 June 2023 Published: 30 June 2023

Key Words

Mathematical motivation;

personality type; introvert;

extroverted.

Abstract

Motivation is one of the aspects that support a person's learning success. A person's motivation level is very likely to differ from one to another. There are differences in learners' characteristics in the classroom learning process. One characteristic difference students process is the difference in personality types, in this case, introvert- extroverted. It is likely to impact a person's learning success.

However, research that discusses this still needs to be completed.

This study aims to know how high the motivation of mathematics education students who have an introverted personality type, how high the mathematics motivation of mathematics education students who have an extroverted personality is, whether there is a difference in mathematics motivation of mathematics education students based on personality type and whether there is a relationship between mathematical motivation and personality type. A quantitative research design with a purposive random sampling technique in 81 students was used in this study. The data analysis techniques are descriptive statistical data analysis, independent sample t-test, and Pearson correlation with the help of the SPSS 25 program. The results showed that: the motivation of introverted students on high criteria; the motivation of extroverted students on high criteria; there are differences in motivation based on introverted-extroverted personality types; and there is a significant relationship between mathematical motivation and introverted-extroverted personality types. It has implications for lecturers to anticipate problems that potentially arise and play a role in increasing student motivation related to their personality in the teaching and learning process.

INTRODUCTION

Various studies on mathematics learning have come to the attention of researchers in mathematics education. One of the reasons is that mathematics has been a concern for mathematics teachers and learners for a long time (Makar et al., 2016) From various studies

that have been carried out, few studies have shown that attitudes, individual emotions, and beliefs have an important role in learning mathematics (OECD, 2018).

(Li et al., 2020)

found that motivation, peerage, and self-efficacy contribute significantly to mathematics learning.

Therefore, a person's motivation in mathematics

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deserves special attention from researchers in

mathematics education.

A person's learning motivation level can differ from one to another. A person motivated to learn will show interest during learning activities and have cognitive strategies to complete tasks effectively (Wahyuni, 2010).

This is also supported by research conducted by

(Hannula, 2006)

, which states that motivation will also direct behavior in emotional control. In addition, motivation becomes the driving force within a person to follow the learning to the end (Pamungkas et al., 2018). Motivation is important during learning because it relates to behavior and learning achievement (Pantziara &

Philippou, 2015). Some of these studies show that there are positive aspects to the impact of motivation on the learning process carried out by a person.

A person's motivation can come from within the self (intrinsic) and outside the self (extrinsic). Intrinsic motivation is related to the satisfaction obtained from one's activities; for example, a person with intrinsic motivation will enjoy and be interested in participating in mathematics learning because he feels pleasure from within himself (Karakolidis et al., 2019). In contrast to intrinsic motivation, a person with extrinsic motivation does something because he knows the perceived benefits for life and career in the future, so extrinsic motivation becomes a driving force behind all the efforts one makes when carrying out the learning process (Ryan &

Deci, 2000). Both types of motivation have positive implications for the success of one's learning process.

A person's motivation can be influenced by various things, for example, personality characteristics. When studying mathematics, the results (Arniatika, 2019) show that the different characteristics of students make it possible to have different motivations.

Personality characteristics will further shape a person's behavior in living his life. There are several types of personality types; Carl Gustav Jung divides his personality into two types, namely introverted and extroverted personality types (Samand et al., 2019). A person with an extroverted personality tends to be socially active and prefers challenges.

On the contrary, introverts tend to be more cautious in their social life. Furthermore, a person can have two personalities, both extroverted and introverted, with one dominating more (Friedman & Schustack, 2006). A person with an introverted personality type pays more attention to the thoughts, moods, and reactions that exist in themselves (Widiantari & Herdiyanto, 2013), while an extrovert is strongly influenced by external stimuli, both thoughts, moods, and all actions depend largely on how the environment around him (Baharuddin, 2009). The results of research by

(A. Lestari et al., 2013)

show that someone with an introverted personality type prefers to learn by themselves, while someone with an extroverted personality type prefers to participate and learn in groups.

It is found in several mathematics classes that students with an extroverted personality type when given a problem, just try to look active but do not solve the problem properly, while students with an introverted personality type do not have the desire to do so if they are not encouraged. This phenomenon underlies how personality types relate to their motivation in learning mathematics.

Research on how learning motivation relates to different personality types is limited. In fact, by knowing this, mathematics educators can have a basis for empirical evidence to plan or teach mathematics with strategies that suit the personality type of their students. If this is done, of course, the learning motivation of students is expected to increase, and the learning objectives can be achieved more optimally. This study aims to determine how high student motivation is based on introverted and extroverted personality types, whether or not there are differences in student motivation based on personality type, and whether or not there is a relationship between motivation and personality type. The results of this research are expected to be used to maximize the learning process and help teachers understand student personality types to succeed in learning mathematics. In addition, it is to help students understand themselves and build motivation so that the mathematics learning process runs well-mathematical motivation, personality type, introvert, extroverted.

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METHOD

Quantitative research was used in this study to determine the level of motivation based on introverted and extroverted personalities, whether there are differences in motivation in introverted-extroverted personality types, and whether there is a relationship between motivation and personality types. Quantitative research is structured research (Anshori &

Iswati, 2019) as a process of finding knowledge using data in the form of numbers as a tool (Darmawan, 2013).

Random sampling techniques determined the subjects of this study. This technique is used because the subject of research has been determined, namely mathematics education students in the second year of lectures. The sample in this study was 81 mathematics education students willing to participate in filling out the questionnaire. The participating mathematics education students come from eight universities in Indonesia.

There are two types of instruments used in this study: personality-type questionnaires and mathematical motivation questionnaires. The personality type questionnaire was adapted from Eysenck's Personality Inventory (S. W. Lestari, 2016), and the motivational questionnaire was adapted from

(Ulfa, 2016)

. The EPI instrument consists of 24 items of Guttman-scale statements with the division of personality types based on the total score; if the number of scores obtained is less than 12, then the subject has an introverted personality, and if the number of scores obtained is more than or equal to 12 then the subject has an extroverted personality. While the second instrument, the motivation questionnaire, consists of 15 Likert-scale questions divided into five scores.

Data collection is carried out by spreading a Google Form link containing motivational questionnaires and personality types. The link is spread through the WhatsApp group and then

filled in by the respondents. The researcher provides information on how to fill out the questionnaire at the link. The process of dissemination and data collection is carried out for one week. The data collected by the researcher was then analyzed.

After the data is collected, the data analysis process is carried out. The data analysis techniques used in this study are descriptive statistical analysis; after the data is normally distributed, the data is tested with an independent sample t-test to see the significance of whether or not there is a difference in motivation for different personality types, and correlation test. Descriptive statistical analysis is carried out to find out an overview of the motivation of mathematics education students based on personality type. The independent sample t-test was used to determine whether there was an average difference between the two groups with personality types. Meanwhile, the correlation test is carried out to determine whether there is a motivational relationship with personality type. The entire data analysis process is carried out by utilizing the help of the SPSS 25 application.

RESULTANDDISCUSSION From the descriptive statistics, 58 mathematics education students had introverted personality types, and 23 had extroverted personality types. In addition, from all respondents, it is known that as many as 39.51%

of mathematics education students have high motivation, 34.57% of students have low motivation, 13.58% have very high motivation, and only 12.35% of students have very low motivation. The distribution of the frequency of personality types and the level of motivation that mathematics education students have is successively shown in Table 1 and Table 2.

Table 1. Frequency Distribution of Introverted and Extroverted Personality Types of Mathematics Education Students Personality Types Frequency Percentage

Introvert 58 71.6%

Ekstrover 23 28.4%

Introvert 58 71.6%

Ekstrovert 23 28.4%

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Table 2. Frequency Distribution of Motivation Levels in Mathematics of Mathematics Education Students

Category Score Frequency Percentage

Very High ≥ 50 11 13.58%

Tall 44 – 49 32 39.51%

Low 38 – 43 28 34.57%

Very Low ≤ 37 10 12.35%

Table 3. Distribution of Frequency and Percentage of Mathematics Motivation Levels of Introverted Mathematics Education Students

Very High ≥ 50 11 18.97%

Tall 44 – 49 23 39.66%

Low 38 – 43 20 34.48%

Very Low ≤ 37 4 6.9%

Motivation with Introverted Personality Types

From the survey results, mathematics education students with introverted personality types have varying levels of motivation. The results showed that 18.97% of mathematics education students with introverted personalities had high motivation. As many as 39.66% of introverted students have high motivation, introverted students have low motivation, as much as 34.48%, and the remaining 6.9% of introverted students have very low motivation.

In detail, the level of motivation of mathematics education students of the introverted personality type is shown in Table 3.

The results showed that the motivations possessed were different in different personality types. For example, mathematics students with introverted personalities have diverse motivations. However, the largest percentage are students with a high motivation category. A highly motivated person will find it easier to engage in various activities (Carbonneau et al., 2012). This follows the opinion of

(Myers, 1985)

who said that the introverted personality prepares whatever it will do to minimize the possibility of failure. In addition,

(Offir et al., 2007)

also identified that students with introverted personality types are not easily influenced by their environment, including the presence or absence of teachers around them. In other words, an introvert can learn something independently, and his attention to learning is not easily distracted by his environmental conditions.

Motivation with Extroverted Personality Types

From the survey results, mathematics education students with extroverted personality types have varying levels of motivation. The results showed that 39.13% of mathematics education students with introverted personality types were highly motivated. As many as 34.78% of introverted students have low motivation, while 26.09% have very low motivation. Furthermore, in this study, no students with extroverted personality types had very high motivation. In detail, the level of motivation of mathematics education students of extroverted personality types is shown in Table 4.

Extroverted students also have a fairly high level of motivation. The results of this study support (Ariani, 2013), who found that a person with an extroverted personality tends to be assertive, ambitious, and very interested in the results of his achievements. Thus, it gives rise to motivation to maximize the goals it wants to achieve; however, in contrast to the results of the research of

(Davidson et al., 2015)

, which said that a person with an extroverted personality type has an intermediate level of achievement in following the learning process. This is because extroverted personalities often lose focus, are not interested in learning, and only focus on listening or writing notes. Extroverted personalities have better learning outcomes in a learning environment with many people (Muntean et al., 2022).

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Table 4. Distribution of Frequency and Percentage of Mathematics Motivation Levels of Extroverted Mathematics Education Students

Very High ≥ 50 0 0

Tall 44 – 49 9 39.13%

Low 38 – 43 8 34.78%

Very Low ≤ 37 6 26.09%

Motivational Differences in Introverted- Extroverted Personality Types

The results of descriptive data analysis showed that of all respondents who participated in the study, the majority of mathematics education students, namely 72% of respondents, had introverted personality types. In contrast, the rest, as many as 28% of mathematics education students, had extroverted personality types.

In addition, the study's results also showed that the average motivation that mathematics education students have with introverted personality types is different from extroverts.

The average motivation of introverted mathematics education students was 44.81, while extroverted education students were 40.74.

This shows that the average motivation of mathematics education students with introverted personality types is higher than that of extroverted students. The results of the descriptive analysis are shown in Table 5.

Before conducting an independent sample test statistical analysis, the normality and homogeneity of the data are tested first. The results of the data normality test showed that the significance values were obtained using the Kolmogorov-Smirnov and Shapiro-Wilk methods, both of which showed significance values greater than 0.05. From the value of such significance, it can be stated that the distributed data is normal. In addition, a significance value of 0.327 was obtained at the homogeneity test

stage. The significance value obtained on the homogeneity test is greater than 0.05. Based on such values of significance, the data are homogeneous. The data normality and homogeneity test results are shown in Tables 6 and 7, respectively.

After the normality and homogeneity of the data test were carried out, testing the differences in the motivation of mathematics education students based on personality type was conducted using an independent sample t-test.

The results of hypothesis testing are shown in Table 8. From Table 8, it can be seen that the significance value is 0.005. Based on the significance value, there is a significant difference between students' motivation and personality type.

The study also found a significant difference between the motivation to learn mathematics in students with introverted and extroverted personalities. Students with introverted personalities have a higher average motivation than those with an extroverted personality type.

(Persky et al., 2015)

say that a person with an introverted personality who is not easily influenced by his environment always has time and focus before deciding to do something. So, this is an advantage for students with introverted personalities.

Table 5. Descriptive Statistical Analysis Introvert Extrovert

N 58 23

Mean 44.8103 40.7391

Std. Deviation 5.44335 6.44711

Median 44 42

Minimum 32 26

Maximum 58 49

Skewness -0.098 -0.800

Kurtosis 0.098 -0.280

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Table 6. Data Normality Test Results

Kolmogorov-Smirnov Shapiro-Wilk Personality Types Statistic df Sig. Statistic df Sig.

Motivation Introvert 0.076 58 0.200 0.987 58 0.781

Extrovert 0.168 23 0.090 0.916 23 0.055

Table 7. Data Homogeneity Test Results Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

0.974 1 79 0.327

Table 8. Independent Sample t-Test Results Independent Sample Test

t Df Sig. Mean Difference

2.878 79 0,005 4.07121

Table 9. Correlation Test Results

Motivation

Personality Types Pearson Correlation -0.308

Sig. (2-tailed) 0.005

N 81

The Relationship of Personality Types with Motivation

In the correlation test between personality type and motivation of mathematics education students, the significance value was 0.005, which was less than 0.05. Therefore, there is a significant relationship between motivation and the personality type of mathematics education students. The results of the correlation test are shown in Table 9.

This study's results also show a significant relationship between motivation and personality type, in this case, introverted and extroverted personality types. This is in line with

(Tao, 2013)

, which found that a person's personality type significantly influences motivation. In line with previous findings,

(Parks & Guay, 2009)

revealed that personality, especially emotional stability, will form motivations related to a person's performance. This study's results differ from the research of

(Wandani &

Simanjuntak, 2019)

, which found that personality type does not significantly influence motivation. This is because different research subjects are likely to produce different research findings. Although there are significant relationships and differences between motivation and personality type, introverted and extroverted personalities have equally high

motivation. However, students with introverted personality types have a higher average level of motivation.

CONCLUSION

Based on the study's results, mathematics education students who are participants in this study have high motivation, both in students with introverted and extroverted personality types. In addition, there are significant differences and relationships in motivation in different personality types (introverted- extroverted). Although this research has been carried out according to scientific procedures, there are still areas for improvement that can be used as the basis for further research as limitations from this study. The use of samples in this study is relatively small, so there will likely be differences in research results if similar studies are carried out using larger samples.

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