Advances in Social Science, Education and Humanities Research, volume 481

3rd International Conference on Education, Science, and Technology (ICEST 2019)

The Application of Token Economy Method to

Increase the Middle School Students’ Motivation in
Learning Mathematics
Muh. Ahkam1,* Hilwa Anwar1 Arniana Aryanti1
1
Faculty of Psychology, Universitas Negeri Makassar, Makassar, Indonesia
*
Corresponding author. Email: m.ahkam.a@unm.ac.id

ABSTRACT
The present research is aimed to know the effect of the application of the token economy method on mathematics
learning motivation. The experiment was set as the research method. The variables in this study were the token economy
method as an independent variable, learning motivation as the dependent variable, and learning achievement as the
control variable. The subjects used in this study were grade seven students in one of the junior high schools in Sengkang,
one of the districts in Indonesia. Based on the descriptive analysis, it is found that in general, before being given the
treatment, both the experimental group and the control group have a low motivation to learn mathematics. Furthermore,
after being given the treatment, it can be suggested that the subjects who are given the token economy method have
higher learning motivation compared to the subjects who are not given the token economy method.

Keywords: Mathematics, learning motivation, token economy method

1. INTRODUCTION motivation. Giving a real award in the form of a gold star

symbol according to student performance can maintain
Motivation is important in a learning process because students' intrinsic motivation.
its existence is very meaningful for learning activities.
Turner and Johnson [1] suggested that the development Boniecki and Moore [4] suggested that a token
of motivation given from the beginning has a strong economy is a form of positive reinforcement. A token
influence on one's learning abilities. Learning outcomes economy is a form of behavior modification through
will be optimal if there is motivation. The more precise positive reinforcement based on the principle of operant
the motivation a student has, the more successful the conditioning. In this case, positive reinforcement can be
student's learning process will be. Motivation will always in the form of gifts, awards, and praise. The token
determine the intensity of learning endeavors for students economy method is a method used to reinforce students'
[2]. positive behavior in a classroom. The environment is
structured and controlled in such a way as to attempt to
Especially in mathematics, learning motivation is an change behavior. According to MacMillan [5] the token
important factor in supporting students to obtain optimal economy has many advantages, i.e., 1) token provides
achievement. Low motivation to learn mathematics is not reinforcement immediately for all group members with
only determined by personal factors, but also common objects, 2) tokens are not managed by children
environmental factors or external factors. Strengthening so reinforcement is not delayed, 3) as it uses a thing such
or reinforcement is one of the external factors in learning as money, the behavior is gradually carried over into the
motivation [3]. Besides that, Santrock [3] suggested that subconscious and increase the strength of natural
awards that convey information about students' abilities reinforcement, and 4) because tokens have supportive
in learning can increase intrinsic motivation by strengthening variations, the situation will not be
increasing student competency. Furthermore, Santrock saturated.
[3] analyzed that out of one hundred studies, it suggests
that awards do not always reduce students' intrinsic Furthermore, Boniecki and Moore [4] argued that the
motivation. Verbal rewards in the form of praise and use of prizes and praise is one way to motivate students.
positive feedback can increase students' intrinsic Besides, Levine and Fasnacht [6] stated that the use of

Copyright © 2020 The Authors. Published by Atlantis Press SARL.

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 Advances in Social Science, Education and Humanities Research, volume 481

prizes in learning mathematics could increase motivation with a low score, and students' achievement tests that
to learn mathematics. Willingham [7] suggested that the have a middle and low score. The data collected in this
economy was important for learning at all age levels. The study were the number of tokens that students get when
advantage of implementing the token economy is that they express certain behaviors, learning motivation
tokens can be used to strengthen the target behavior scales, and achievement tests. The scale of the learning
immediately after the target behavior is formed. Students motivation was arranged based on the intrinsic aspects
are taught trying to collect tokens to get something they proposed by Santrock [3] [10], namely understanding the
want. The application of the token economy in class can subject matter, being happy to follow the lesson, putting
attract students' attention, so students can study longer attention to the lesson, feelings when attending the
and do productive activities. Furthermore, Heaton et.al. lesson, learning because of their own volition, and
[8] stated that the token economy program has succeeded encouraging learning needs. The choice of the answers
in reducing deviant behavior, increasing learning effort, on a scale consists of very inappropriate, not appropriate,
and leading to higher learning achievement. The findings appropriate, and very appropriate which results in scores
of Rollins et.al [9] show that the application of the token 4, 3, 2, and 1 respectively. Furthermore, the experiment
economy can improve the learning achievement and was given between pre-test and post-test. The analysis
intelligence of elementary and middle school students. would apply a t-test to assess the null hypothesis whether
Test scores obtained by students are higher than scores it is accepted, i.e., there is no difference between students'
obtained previously. Students exhibit positive behavior motivation in the experimental group and those of in the
and spend more time doing school work. Based on the control group.
explanation above, the present research is aimed to know
the effect of the application of the token economy method 3. FINDINGS
on the motivation to learn mathematics.
Based on the descriptive analysis, it is obtained an
2. METHOD illustration that in general, before being given the
treatment, both the experimental group and the control
As it would compare two groups of students of which group had a low motivation to learn mathematics.
they were respectively taught with and without token Meanwhile, after being given treatment, the subjects in
economy application, then the experiment was set as the the experimental group have their motivation increase,
research method. The variables in this study were the i.e., from 57,42 in the pre-test to 63,42 in the post-test. In
token economy method as the independent variable, contrast, the subjects in the control group do not
learning motivation as the dependent variable, and experience increased motivation from 57,47 in the pre-
learning achievement as the control variable. The token test to 56,40 in the post-test.
economy method is a behavior modification technique,
Based on the results of the data analysis, it was found
where the token will be given as soon as possible after
that the subjects who are given the token economy
the desired behavior to students based on a fixed ratio,
method had higher learning motivation compared to
i.e., a certain number of responses will determine the next
subjects who were not given the token economy method.
reinforcement.
These results are indicated by the t-value 5,108 and the
Learning motivation is an impetus that is found in significance of 0,000 with the rule of p <0.05, which can
students to make changes in learning behavior so that the be concluded that the alternative hypothesis is accepted.
desired goals of students can be achieved. Student Based on this, it can be seen that there is a significant
learning motivation is measured using a scale of learning difference between students' motivation to learn
motivation. Student learning motivation is said to be high mathematics given the token economy method and
if the scores obtained by students are high, and, vice students who are not given the token economy method.
versa, students' learning motivation is said to be low if Mathematical learning motivation of subjects given the
the scores obtained are low. Learning achievement is the token economy method is higher than that of subjects
value obtained by students according to their who are not given the token economy method.
competence. Learning achievement is measured using
achievement tests which include aspects of application 4. CONCLUSION
and analysis. Learning achievement is said to be high if
the score obtained is high, and vice versa learning Based on the results of data analysis, it can be
achievement is low if the score obtained is low. concluded that there is a significant difference between
the motivation in learning mathematics of students who
The subjects used in this study were grade seven are given the token economy method and students who
students in one of the junior high schools in Sengkang, are not given the token economy method. The difference
one of the districts in Indonesia. The purposive sampling can be known by looking at the average difference in the
technique was set as the sampling technique. The sample score reduction in mathematics learning motivation scale
was chosen based on the results of a mathematics between groups who get the application of the token
learning motivation scale, i.e., specifically the students

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 Advances in Social Science, Education and Humanities Research, volume 481

economy method and those who do not get the

application of the token economy method. The group that
received the application of the token economy method
had a higher score increase compared to the group that
did not get the application of the token economy method.

ACKNOWLEDGMENT
This work was supported by the Faculty of
Psychology, Universitas Negeri Makassar, the
publication team of ICEST, and particularly, the vice-
rector of cooperation affair, Universitas Negeri
Makassar.
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