Pelatihan Implementasi Strategi Reward and Punishment untuk Meningkatkan Motivasi Belajar Siswa di Lingkungan Sekolah

https://doi.org/10.23960/jpm-ip.vol.4i.2.1021
Published: Sep 30, 2025

Abstract:

This community service activity aimed to train teachers in implementing the reward and punishment strategy to enhance student learning motivation in a school environment. The strategy is rooted in behaviorist theory, which asserts that positive reinforcement (reward) and corrective measures (punishment) can effectively shape student behavior. A qualitative participatory approach was used, involving stakeholders actively in planning, execution, and evaluation. The training was conducted at SMP Muhammadiyah 2 Bandar Lampung, targeting 57 teachers with diverse subject backgrounds. The program focused on both the theoretical foundations and practical applications of reward and punishment in classrooms, emphasizing positive and non-violent disciplinary methods. Evaluation through pre- and post-training questionnaires showed a 14% increase in teachers’ understanding of the strategy, accompanied by more positive attitudes toward its classroom use. The results indicate that training enhanced teachers’ competencies in motivational classroom management, which could contribute to improving the quality of learning. This service underscores the importance of ongoing teacher development for fostering effective learning environments.

Keywords:
1. Reward and Punishment
2. Student’s Motivation
3. Implementation
Authors:
1 . Muhammad Fuad
Universitas Lampung
2 . Farida Ariyani
Universitas Lampung
3 . Ulul Azmi Muhammad
Universitas Lampung
4 . Ardhi Yudhistira
Universitas Lampung
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How to Cite
Fuad, M., Ariyani, F., Muhammad, U. A., & Yudhistira, A. (2025). Pelatihan Implementasi Strategi Reward and Punishment untuk Meningkatkan Motivasi Belajar Siswa di Lingkungan Sekolah. Jurnal Pengabdian Masyarakat Ilmu Pendidikan, 4(2), 241–255. https://doi.org/10.23960/jpm-ip.vol.4i.2.1021
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Vol. 4 No. 2 (2025): September 2025
Articles
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References

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    Brewer, E. W., & Burgess, D. N. (2005). Professor’s Role in Motivating Students to Attend Class. Journal of Industrial Teacher Education, 42(23), 23–47. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ753151&site=ehost-live%5Cnhttp://scholar.lib.vt.edu/ejournals/JITE/v42n3/pdf/

    Caldarella, P., Larsen, R. A., & David, P. (2020). Effects of teachers’ praise-to-reprimand ratios on elementary students’ on-task behaviour. Educational Psychology. https://doi.org/10.1080/01443410.2020.1711872

    Department of Basic Education of South. (2012). Positive Discipline and Classroom Management. School Safety Framework.

    Eckert, M., Scherenberg, V., & Klinke, C. (2023). How a token-based game may elicit the reward prediction error and increase engagement of students in elementary school: A pilot study. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2023.1077406

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    Floress, M. T., Beaudoin, M. M., & Bernas, R. S. (2022). Exploring secondary teachers’ actual and perceived praise and reprimand use. Journal of Positive Behavior Interventions, 24(1). https://doi.org/10.1177/10983007211000381

    Fuad, M., Suyanto, E., & Muhammad, U. A. (2021). Can “Reward and Punishment” Improve Student Motivation? European Online Journal of Natural and Social Sciences, 10(1), 165–171. http://www.european-science.com

    Gadaire, D. M., Senn, L., & others. (2021). Differential effects of token production and exchange on responding of children with developmental disabilities. Learning and Motivation, 73, 101694. https://doi.org/10.1016/j.lmot.2020.101694

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    Ivy, J. W., Meindl, J. M., Overley, E., & Robson, K. M. (2017). Token Economy: A Systematic Review of Procedural Descriptions. Behavior Modification, 41(5), 708–737. https://doi.org/10.1177/0145445517699559

    Jansen, A. (2024). Constructive feedback can function as a reward: classroom implications for formative feedback and motivation. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.101715

    Kim, J. Y., Fienup, D. M., Oh, A. E., & Wang, Y. (2022). Systematic Review and Meta-Analysis of Token Economy Practices in K–5 Educational Settings, 2000 to 2019. Behavior Modification, 46(6), 1460–1487. https://doi.org/10.1177/01454455211058077

    Kubanek, J., Snyder, L. H., & Abrams, R. A. (2015). Reward and punishment act as distinct factors in guiding behavior. Cognition, 139, 154–167. https://doi.org/10.1016/j.cognition.2015.03.005

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    Mittiga, S. R., Freeman, N. C., Leif, E. S., Furlonger, B. E., & Pattison, E. (2024). Behavior change potential of classroom management apps: systematic review and implications for reinforcement-based interventions. Education and Information Technologies. https://doi.org/10.1007/s43494-024-00122-3

    Muthia Lubis, W., Dewi Isda, I., Zulida, E., & Asra, S. (2021). ELLITE Journal of Education, Linguistics, Literature and Language Teaching REWARD AND PUNISHMENT IN ENGLISH FOREIGN LANGUAGE CLASSROOM. Journal of Education, Linguistics, Literature and Language Teaching, 41–54.

    Royer, D. J., & Ennis, R. P. (2024). Student-delivered behavior-specific praise: a systematic review and implementation considerations for school settings. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1444394

    Shaturaev, J. (2021). 2045: Path to nation’s golden age (Indonesia Policies and Management of Education). Science and Education, 2(12), 866–875.

    Smith, S., Barajas, K., Ellis, B., Moore, C., McCauley, S., & Reichow, B. (2021). A meta-analytic review of randomized controlled trials of the Good Behavior Game. Behavior Modification, 45(4), 641–666. https://doi.org/10.1177/0145445519878670

    Tan, K. H., Kasiveloo, M., & Abdullah, I. H. (2022). Token Economy for Sustainable Education in the Future: A Scoping Review. Sustainability, 14(2), 716. https://doi.org/10.3390/su14020716

    Troncoso, P., & Humphrey, N. (2021). Playing the long game: A multivariate multilevel non-linear growth curve model of long-term effects in a randomized trial of the Good Behaviour Game. Journal of School Psychology, 88, 68–84. https://doi.org/10.1016/j.jsp.2021.08.002

    Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults. Wiley. https://books.google.co.id/books?id=j_YtDwAAQBAJ

    Yassine, J., & Tipton-Fisler, L. A. (2021). Independent contingency and token economy at recess to reduce aggression. Contemporary School Psychology, 26(4), 481–491. https://doi.org/10.1007/s40688-021-00364-7

    Yin, C., Gao, T., & Li, B. (2023). The effect of combining punishment and reward can transfer to opposite motor learning. PLoS One, 18(4), e0282028.

  1. Bardach, L. (2025). The role of rewards in motivation—Beyond dichotomies. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.101731
  2. Brewer, E. W., & Burgess, D. N. (2005). Professor’s Role in Motivating Students to Attend Class. Journal of Industrial Teacher Education, 42(23), 23–47. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ753151&site=ehost-live%5Cnhttp://scholar.lib.vt.edu/ejournals/JITE/v42n3/pdf/
  3. Caldarella, P., Larsen, R. A., & David, P. (2020). Effects of teachers’ praise-to-reprimand ratios on elementary students’ on-task behaviour. Educational Psychology. https://doi.org/10.1080/01443410.2020.1711872
  4. Department of Basic Education of South. (2012). Positive Discipline and Classroom Management. School Safety Framework.
  5. Eckert, M., Scherenberg, V., & Klinke, C. (2023). How a token-based game may elicit the reward prediction error and increase engagement of students in elementary school: A pilot study. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2023.1077406
  6. Evertson, C. M., & Emmer, E. T. (2013). Classroom management for elementary teachers. Pearson Education.
  7. Fernandez, N., Argueta, T., & DeLeon, I. G. (2023). Common practices used to establish and implement token economies in clinical and instructional settings: A survey of BACB certificants. Behavior Analysis in Practice, 16(4), 1151–1162. https://doi.org/10.1007/s40617-023-00800-5
  8. Floress, M. T., Beaudoin, M. M., & Bernas, R. S. (2022). Exploring secondary teachers’ actual and perceived praise and reprimand use. Journal of Positive Behavior Interventions, 24(1). https://doi.org/10.1177/10983007211000381
  9. Fuad, M., Suyanto, E., & Muhammad, U. A. (2021). Can “Reward and Punishment” Improve Student Motivation? European Online Journal of Natural and Social Sciences, 10(1), 165–171. http://www.european-science.com
  10. Gadaire, D. M., Senn, L., & others. (2021). Differential effects of token production and exchange on responding of children with developmental disabilities. Learning and Motivation, 73, 101694. https://doi.org/10.1016/j.lmot.2020.101694
  11. Hackenberg, T. D. (2018). Token reinforcement: Translational research and application. Journal of Applied Behavior Analysis, 51(2), 393–435. https://doi.org/10.1002/jaba.439
  12. Heiniger, S. N., Tucker, K. A., Hott, B. L., & Randolph, K. M. (2022). Classroom reinforcement systems: Using token economies to foster independence. Beyond Behavior, 31(3), 151–162. https://doi.org/10.1177/10742956221108359
  13. Ivy, J. W., Meindl, J. M., Overley, E., & Robson, K. M. (2017). Token Economy: A Systematic Review of Procedural Descriptions. Behavior Modification, 41(5), 708–737. https://doi.org/10.1177/0145445517699559
  14. Jansen, A. (2024). Constructive feedback can function as a reward: classroom implications for formative feedback and motivation. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.101715
  15. Kim, J. Y., Fienup, D. M., Oh, A. E., & Wang, Y. (2022). Systematic Review and Meta-Analysis of Token Economy Practices in K–5 Educational Settings, 2000 to 2019. Behavior Modification, 46(6), 1460–1487. https://doi.org/10.1177/01454455211058077
  16. Kubanek, J., Snyder, L. H., & Abrams, R. A. (2015). Reward and punishment act as distinct factors in guiding behavior. Cognition, 139, 154–167. https://doi.org/10.1016/j.cognition.2015.03.005
  17. Madhakomala, R., Hakim, M. A., & Syifauzzuhrah, N. (2022). Problems of education in Indonesia and alternative solutions. International Journal of Business, Law, and Education, 3(2), 135–144.
  18. Maggin, D. M., Chafouleas, S. M., Goddard, K. M., & Johnson, A. H. (2011). A systematic evaluation of token economies as a classroom management tool for students with challenging behavior. Journal of School Psychology, 49(6), 529–554. https://doi.org/10.1016/j.jsp.2011.05.001
  19. Margolang, N., Hermita, N., & Antosa, Z. (2019). The Correlations between Reward and Elementary School Students’ Learning Motivation. Journal of Teaching and Learning in Elementary Education (Jtlee), 2(1), 64. https://doi.org/10.33578/jtlee.v2i1.6693
  20. Mittiga, S. R., Freeman, N. C., Leif, E. S., Furlonger, B. E., & Pattison, E. (2024). Behavior change potential of classroom management apps: systematic review and implications for reinforcement-based interventions. Education and Information Technologies. https://doi.org/10.1007/s43494-024-00122-3
  21. Muthia Lubis, W., Dewi Isda, I., Zulida, E., & Asra, S. (2021). ELLITE Journal of Education, Linguistics, Literature and Language Teaching REWARD AND PUNISHMENT IN ENGLISH FOREIGN LANGUAGE CLASSROOM. Journal of Education, Linguistics, Literature and Language Teaching, 41–54.
  22. Royer, D. J., & Ennis, R. P. (2024). Student-delivered behavior-specific praise: a systematic review and implementation considerations for school settings. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1444394
  23. Shaturaev, J. (2021). 2045: Path to nation’s golden age (Indonesia Policies and Management of Education). Science and Education, 2(12), 866–875.
  24. Smith, S., Barajas, K., Ellis, B., Moore, C., McCauley, S., & Reichow, B. (2021). A meta-analytic review of randomized controlled trials of the Good Behavior Game. Behavior Modification, 45(4), 641–666. https://doi.org/10.1177/0145445519878670
  25. Tan, K. H., Kasiveloo, M., & Abdullah, I. H. (2022). Token Economy for Sustainable Education in the Future: A Scoping Review. Sustainability, 14(2), 716. https://doi.org/10.3390/su14020716
  26. Troncoso, P., & Humphrey, N. (2021). Playing the long game: A multivariate multilevel non-linear growth curve model of long-term effects in a randomized trial of the Good Behaviour Game. Journal of School Psychology, 88, 68–84. https://doi.org/10.1016/j.jsp.2021.08.002
  27. Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults. Wiley. https://books.google.co.id/books?id=j_YtDwAAQBAJ
  28. Yassine, J., & Tipton-Fisler, L. A. (2021). Independent contingency and token economy at recess to reduce aggression. Contemporary School Psychology, 26(4), 481–491. https://doi.org/10.1007/s40688-021-00364-7
  29. Yin, C., Gao, T., & Li, B. (2023). The effect of combining punishment and reward can transfer to opposite motor learning. PLoS One, 18(4), e0282028.