Dual-Path Motivation Model: Intrinsic and Extrinsic Dynamics

Authors

• Abdul Khobir, UIN K.H. Abdurrahman Wahid PekalonganFollow
• Ulul Albab, Universitas Islam Negeri K.H. Abdurrahman Wahid PekalonganFollow
• Hani Hasnah Safitri, Universitas Islam Negeri K.H. Abdurrahman Wahid PekalonganFollow
• Nur Khasanah, Universitas Islam Negeri K.H. Abdurrahman Wahid PekalonganFollow
• Sopiah Sopiah, Universitas Islam Negeri K.H. Abdurrahman Wahid PekalonganFollow

Abstract

Background: As Artificial Intelligence (AI) increasingly enters formal education, understanding how early adolescents interact with these technologies is crucial, particularly regarding how external academic demands and internal curiosity shape their learning engagement.

Objectives: This study aims to investigate the motivational dynamics of early adolescents engaging with AI in formal learning environments, with particular attention to the interplay between intrinsic and extrinsic motivational pathways.

Methods: This study employed a qualitative case study approach conducted at a semi-urban junior high school in Indonesia. Data were collected through classroom observations, in-depth interviews with eight students (aged 14–15) and two teachers, and an analysis of school policy documents.

Results: Findings reveal that AI initially functions as an extrinsic catalyst activated by academic demands, teacher directives, and institutional policies. However, through sustained pedagogical mediation, it gradually fosters intrinsic motivation characterized by autonomous curiosity, self-directed exploration, and metacognitive reflection. Crucially, this transformation requires deliberate regulatory scaffolding from teachers and school-level digital literacy initiatives thast reposition AI from a task-completion tool to a medium for cognitive engagement.

Conclusions: These findings suggest that motivation in AI-integrated learning is not a binary state, but a dynamic continuum where ethically guided extrinsic triggers can evolve into sustained intrinsic engagement.

First Page

319

Last Page

332

Recommended Citation

Khobir, A., Albab, U., Safitri, H., Khasanah, N., & Sopiah, S. (2026). Dual-Path Motivation Model: Intrinsic and Extrinsic Dynamics. Jurnal Pendidikan dan Pembelajaran, 33(2), 319-332.
DOI: https://doi.org/https://doi.org/10.17977/2580-2313.1183
Available at: https://citeus.um.ac.id/jpp/vol33/iss2/10