Hubungan Motivasi Intrinsik dan Ekstrinsik terhadap Keberhasilan Pembelajaran Orang Dewasa : Systematic Literature Review dan Analisis Bibliometrik

Naila Ula (Universitas Muhammadiyah Bandung)
Mela Amelia (Universitas Muhammadiyah Bandung)
Anggi Fitriani (Universitas Muhammadiyah Bandung)
Nurlaela Hamidah (Universitas Muhammadiyah Bandung)

Jurnal Pendidikan dan Kebudayaan
Vol. 6 No. 2 (2026): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)

This study analyzes the relationship between intrinsic and extrinsic motivation and adult learning success through a Systematic Literature Review (SLR) using the PRISMA framework. A search on Google Scholar (2024–2026) yielded 19 articles that met the inclusion criteria; these were analyzed using narrative-thematic and bibliometric methods with VOSviewer. The results indicate that intrinsic motivation is more strongly associated with persistence, deep engagement, and long-term learning transfer, whereas extrinsic motivation acts as an initial catalyst, particularly in professional and institutional contexts. Both types of motivation are complementary through internalization mediated by self-efficacy, social support, and adaptive learning design. Contextual factors (stage of adulthood, culture, digital environment) also moderate these relationships. Educators and program designers need to integrate flexible and context-specific motivational strategies.