Analysis of Learning Motivation of Master’s Students Using Learning Management System
DOI:
10.29303/jppipa.v11i11.12712Published:
2025-12-09Downloads
Abstract
This study examines the learning motivation of Master’s students in English Education in their use of Learning Management Systems (LMS). A descriptive quantitative survey was conducted involving 50 students from several universities in Java and Lombok. Two variables were measured—intrinsic and extrinsic motivation—adapted from established motivational constructs. Data were analyzed descriptively to identify students’ motivational tendencies without generalizing beyond the sample. The findings show that intrinsic motivation (M = 4.32) is slightly higher than extrinsic motivation (M = 4.01) on a 5-point scale. Intrinsic motivation is reflected in students’ interest in engaging with course materials and the enjoyment of structured LMS-based learning activities. Extrinsic motivation appears in responses related to academic expectations and lecturer guidance, though these external factors were rated lower than internal drivers. The results indicate that students perceive LMS use as supportive of their learning motivation, particularly in facilitating access to materials and organizing learning tasks. However, the study does not assess causal effects of LMS use on academic outcomes. The findings highlight the need for LMS designs that strengthen both intrinsic and extrinsic motivational aspects to enhance student engagement in English education contexts.
Keywords:
English education, extrinsic motivation, intrinsic motivation, learning management system, learning motivationReferences
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