Abstract
Achievement motivation is a sufficient factor important in determining ability within academic field. This research was conducted to see differences in achievement motivation in male students and female student. The data in this study are in the form of data politomi collected using instruments DAMS (Dds Achievment Motivation Scale). Research this involved 287 students consisting of 83 men and 204 women. Data analysis technique used is Mann Whitney combined with the RASCH model. Analysis results showed that there is a difference in achievement motivation. The results of this study shows that female students have high achievement motivation compared to students male. The results of this study contribute to guidance and counseling teachers in providing more intensive and effective services for students, especially male students who have lower achievement motivation than female students.
Highlights
The purpose of national education is to develop the potential and character of students
The RASCH model analysis results showed that the reliability score of the person was 0.85 while the reliability score based on Cronbach's alpha (KR-20) was 0.86, it show that the interaction between person and item is good
This section presents the result of the study and discussion on different achievement motivation levels between male and female students
Summary
The purpose of national education is to develop the potential and character of students. It is necessary to have a learning environment that supports the formation of character and the development of the potential of students. The learning environment has a role in internalizing values to shape the character of students. (Hidayati, et al, 2018, Mason, et al., 2014). Education is a way of developing the potential possessed by humans. Education becomes a medium for elevating human beings through capability development, the more reflected the human glory and the essence of humanity (Hidayati, et al, 2017). Achievement motivation requires students to improve their abilities to achieve optimal results (Sagita, et al, 2013; Yazdani & Sane, 2014). Individuals are likely to exhibit consistent effort in pursuing academic objectives
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