STUDENTS’ LEARNING MOTIVATION USING SCHOOLOGY AS ONLINE LEARNING AT SMPN 03 MUKOMUKO Journal of Asian Studies: Culture, Language, Art and Communications

This study aims to describe how is the students’ learning motivation using Schoology as an online learning during COVID-19 at SMPN 03 Mukomuko. The participants in this study is students in eight grade for academic year 2020/2021 with a total 134. To collect the data researcher used questionnaire and interview that related to students’ learning motivation using Schoology as the intrumentations. Based on this research, there are two types of students’ motivation in learning, namely intrinsic and extrinsic motivation. The results showed that students of SMPN 03 Mukomuko are motivated intrinsic and extrinsic with a total of percentage 77% in high category of level creteria motivation in online learning by using Schoology. Almost all of the students felt happy and enthusiastic about learning independently using Schoology during the COVID-19 pandemic, because Schoology is equipped with various interesting features. It can be increase student’s learning motivation. As well as diverse learning materials that can help students explore their abilities and creativity to improve learning achievement without face to face. The students also get direction, support and encouragement from teachers and parents during online learning using Schoology with the current situation.


INTRODUCTION
The online learning process during the COVID-19 pandemic is a new experience for teachers and students. Therefore, to support the online-based learning process, some schools have chosen one online learning which is the Schoology is SMPN 03 Mukomuko, this school have acreditaed A, and than one of the achievements is as the second winner in Asian Roboc Olympad(AYRO) secondary junior high school in Singapore. Schoology is one of the innovative platforms built on the inspiration of social media, that is Facebook, with the aim for the benefit of education. Schoology assists teachers to enable broad communication opportunities for students to make it easier for students to take part in discussions and teamwork.
Moreover, According to Clark & Mayer (2011), Schoology is a learning management system that has menu courses, it is a facility to create one course, a group, which is a facility to create community learning, and resources, which is a facility to save learning material. Its support by Apriliani & Asib (2020) explain that Schoology is a micro blog educational website that can be applied by teacher and students for collaborating about resources, assessment and content on a secure and safe learning management platform. Schoology application has complete features to access learning process, like Course, Resources, Groups and More. To sum up, Schoology is a cloud-based Learning Management System (LMS) for schools, teachers, and students. This application is used to facilitate interaction between students and teachers in the online learning process. Next, one of factors to success learning process is motivation. Chua & Mohd Don (2013) explain motivation is the most important driving force to explain the ability of students to pass the exam. Its means that, students who are motivated to learn, their abilities also increase so that they are able to improve their learning achievement. In addition, Swastika & Lukita (2020) state motivation was one of the factors that might be considered during the learning process because it has a significant influence on students' academics. Its support by Tanveer in Ullah & Khan (2013) motivation is mainly of two types that can be related to the academic achievement of the students. These two types of motivations are characterized by intrinsic and extrinsic motivations. Intrinsic motivation is narrated to the inner abilities of the students to interact with their environment in order to achieve their required and predetermined goals. Conversely, extrinsic motivation refers to the fact that people are motivated toward external sources through assorted of reward and grades.
Furthermore, learning motivation is driven by the influence of internal (intrinsic) or external (extrinsic) forces that give students the power to learn effectively. One of them is the teacher is the best source of motivation in teaching and learning interactions. Its support by Atma, Azahra, & Mustadi (2021) students' learning motivation is an internal encouragement of a student to learn to reach optimal learning achievement. It means that students' learning motivation is an nternal drive from a student to learn in achieving optimal learning achievement. In conclusion, students' motivation in online learning is very influential on their motivation. Motivation comes from themselves which is called intrinsic motivation and the motivation from the encouragement and enthusiasm of the people around them that has a good impact on them which can be said as extrinsic motivation.

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METHODS In conducting this research, the researcher used a descriptive qualitative. According to Parkinson & Drislane (2011), qualitative research was research using methods such as participant observation or case studies which result in a narrative, descriptive account of a setting or practice. It could be said that descriptive research is a study to describe something. Moreover, the participants in this research is all students in eight-grade of SMPN 03 Mukomuko in academic year 2020/2021, with a total 134 students. According to Sugiyono (2014:124), total sampling was a sampling technique when all members of the population were used as samples. The reason was that the researcher choose this grade is because the researcher have access to join this class.
In this research, researcher used questionnaire and interview guide as instrument. The researcher chose closed-ended questionnaire. Cohen et al. (2007) explained that closed-ended questions were one of the types of questionnaire items was in a closed question, the researcher determined the range of responses that the respondent could choose. The questionnaire were based on likert-scale with four scale degrees .The scales were (4) for strongly agree, (3) for agree (2) for disagree, and (1) for strongly disagree by Brown & Rogers (2002, p.120). In this research, the researcher made several statements based on the indicators to get information about students' learning motivation using Schoology as an online learning application.The questionnaire were based on likert-scale with four scale degrees The scales were (4) for strongly agree, (3) for agree (2) for disagree, and (1) for strongly disagree by Brown & Rogers (2002, p.120).
After the respondents answer the questionnaire, researcher interview respondents. Then the researcher analyzed the data. ethe researcher calculated the percentage of sample answer by using the following formula by Sudijono (2010:43) in Ridianto (2018). P = f = Frequency of students' responds N = number students' cases/total respondents P = percentage of each category Furthermore, from the results of the percentage calculation, the score interpretation in learning motivation creteria, it present in the table 1.

RESULTS AND DISCUSSION
This research conducted to find out how the students ' learning motivation using Schoology as online learning during the COVID-19 for 8th grade of Junior High School 03 Mukomuko. The researcher used questionnaire and interview as the instrumentation in this research. It was used to get the data about the students' learning motivation. The researcher found there are six sub-indicators from two type of students motivation. The findings are explained as follow: Based on the table above, all students have high learning motivation, both in terms of internal motivation and external motivation. It could be seen that students' intrinsic motivation has the same value of 77%. In addition, students' extrinsic motivation was also high which has a percentage of 81%. Therefore, all students have high motivation in all learning subjects. Online learning encouraged students to play an active role in the learning process, meaning that students might have high learning motivation in order to be able to follow the learning process well and excel in academics. Its support by interview almost all students thought that the Schoology could help them learn online in the midst of a pandemic and if they experience problems students could ask the teacher for help directly. The results of the research sshowed that almost none of the students have low learning motivation, because the Schoology application is equipped with various features to facilitate students in learning during online learning process.

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CONCLUSION In conclusion this study aims to describe how is the motivation at SMPN 03 Mukomuko academic year 2020/2021 in online learning through the Schoology application. The results of this study showed that class VIII SMPN 03 Mukomuko were motivated to learn using the Schoology application during the COVID-19 pandemic. First, the intrinsic motivation of students' learning is Inherent Enjoyment and Satisfaction and No Reinforcement or Discredited Rewards had a good responses with 77% in high category of motivation. Allmost all of students felt very happy with the variety of learning materials that help students explore their abilities and creativity without having to meet face-to-face and the students motivate themselves in onlinelearning independently by using the Schoology application during the COVID-19 pandemic. Second, extrinsic motivation namely: Identification Regulation, Introjected Regulation, External Regulation, and Integrated Regulation. In the indicators, get persentage 77 % with high category. Were used by students to increase their motivation and achievementsusing Schoology application with various features and get a support from teachers and parents.

ACKNOWLEDGMENTS
The researcher also delivers a great thanks and appreciation to the great advisors Dra. Hj. Yelliza, M. M. Pd as the first advisor and M. Khari Ikhsan M.Pd as the second advisor who have given much advice, guidance, and suggestion in accomplishing this article.