Analysis on Students’ Achievement using Instrument Projective Test
for Higher Education in Jakarta
Juhari Mas'udi
1
, Muhammad Ali Yusuf
1
, Syahrullah
1
and Mulyadi
1
1
Islamic University of Jakarta, Jakarta, Indonesia
Keywords: Education, students, achievement, projective test, higher education, Jakarta.
Abstract: Students as an integral part of the community are the responsibility of the Higher Education as a coach to
make their students have high achievements while attending college, especially students at the XY College
of Jakarta must be able to achieve brilliant achievements which later can contribute their knowledge to the
community in general and the industrial community especially. The indications of achievement can be seen
and observed through the motives contained in students as social beings both with achievement motives,
friendly motives, and motives for power. In this study the only motives of achievement were examined,
while friendly motives and ruling motives were not carried out considering the study, according to the
authors more relevant to researching one of the motives that is the achievement motives. while universities
want their students to have high achievements. Therefore, the author is very interested in writing in this
journal about the Measurement of Achievement Motives for students in Jakarta XY College with the
intention that it can be used as an important input in Jakarta XY College to later be made into consideration
in coaching and guidance for students in the future. in turn it can have a positive impact on the existence of
XY College. From the research, there were 30 students through measurement of achievement motives using
the Projective Test tool, it is known that the achievement motives that exist in the students of Jakarta XY
College showed that the average student in Jakarta XY College had a low achievement motive with a value
of 0. 74 needs for achievement (need for achievement), known as the abbreviation N-Ach. According to
David C. McClelland, the height of the N-Ach can affect the economic level of a country. So David C. Mc
Clelland believes that this N-Ach can be improved through Achievement Motivation Training (AMT).
1 INTRODUCTION
Higher Education Jakarta is an Educational
Institution under the Ministry of Industry of
Republic Indonesia which has the vision and mission
of making the advanced educational institutions
supported by students who are knowledgeable and
achievement, and able to create morning jobs for the
graduates. Therefore, its existence needs to be
supported consistently and really in order to compete
with other similar universities. One of the most
important factors is that the students have good
quality of the students who have high achievement
motives.
Please note that until now has never held
research on social motives, especially achievement
motives for students; whether the students have
high, moderate or low achievement motives. In
terms of students who have high achievement
motives will greatly provide a positive value for the
college where he is in college and will have an
influence on the image of Higher Education itself.
If you want to realize the image of the intended
university, then Higher Education must have a
strong commitment to guide the students to be able
to have high achievement motif or minimal medium.
To lift the good name / image of Higher Education
in Jakarta must be supported by the quality of
students with high achievement.
Supported by students who have high
achievement motives, it is probable that the vision
and mission of Higher Education in Jakarta can be
realized and able to elevate the degree and good
name / image of Higher Education in Jakarta in
particular and the Ministry of Industry in general. To
find out the high motives of the students of Higher
Education in Jakarta will be used Projective Test
Instrument Thematic Apperception Test (TAT)
created by Henry Murray and then developed by D.
Mas’udi, J., Yusuf, M., Syahrullah, . and Mulyadi, .
Analysis on Students’ Achievement using Instrument Projective Test for Higher Education in Jakarta.
DOI: 10.5220/0009941522592263
In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2259-2263
ISBN: 978-989-758-458-9
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
2259

C. Clelland Clinic, from Harvard University, USA
(McClelland, 1967).
The purpose of this study is to find out how high
the level of student achievement of College in
Jakarta, so that the result can be input and consider
Higher Education in Jakarta in taking policy for
student progress in particular and of course progress,
and image of Higher Education in Jakarta in general.
2 LITERATURE REVIEW
According to Murray (1938), cited by Mulyani
(1984), in his dissertation on Social Motives, that the
determinant of behavior is necessity or "need".
While McClelland uses the term motive sometimes
motivation in a synonymous sense, and to find the
underlying motive of a behavior, the best way is to
analyze the motives that exist in one's fantasies. And
in his opinion all the motives derived from the
learning (Mulyani, 1984).
The motive is a potential and latent need, formed
by experiences that can be relatively survive,
although the possibility of change still exists, and
functions to move and direct behavior to a particular
destination. While motivation is a state that arises
within the subject (individual-pen.).
Due to the interaction between the motives and
observed aspects of the situation, which are relevant
to the motive and activate the behavior. While the
social motive is the motive underlying the activities
of the individual in his reaction to others, including
social motives, among others, are the motives of
achievement, the motive of affiliation, and the
motive of power (Mulyani, 1984).
Experts agree that the characteristics of people
who have high achievement motives include:
 Prefer moderate risk than high risk
 Oriented forward and dynamic
 There is a strong, tenacious and resilient
drive to work on and accomplish a task that
has certain difficulties
 Have confidence in dealing with tasks
related to achievement
 Do not like to waste time
 Learn a lot from self-experience and others
 Responsible personally.
This paper only examines the achievement
motives; friendly motives and motives in power are
not discussed.
3 RESEARCH METHODOLOGY
The data to be analyzed comes from the results of
the test in the form of imaginary / imaginary stories
that have been poured in writing after the respondent
is given the opportunity to see the image for 10-15
seconds, then asked to write the story within 5
minutes of each picture, after finished writing the
story 1, then switch to story 2 and so on until the 6th
story finishes, based on the image you've seen.
Observation of images and Writing stories
carried out one by one to finish as many as 6 images.
Thus will be collected 30 (people) x 6 = 180
imaginary stories that will be scored by TAT scoring
method.
Figure 1: Sample image of TAT
To determine a story in a score / judged whether
the story is worth the achievement motive or not can
be seen from the content of the existing narrative as
follows:
 When in the story there is an attempt to
achieve success both with an indication of
exceeding the size of self that has been
achieved or exceed the standard of another
(standard of excellent).
 If in the story there is a hard work effort,
diligent, tireless, new invention / innovation
(unique accomplishment).
 If in the story there is business involvement in
long term involvement.
The story scored achievement motif is called
Achievement Imagery (AI), while the story that got
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the score is not the achievement motion there are 2
titles namely Task Imagery (TI) or the stories about
routine task, no performance achievement and
Unrelated Imagery (UI) or stories that are not related
to job duties.
Even McClelland (1967) concluded that
achievement motives can be trained through an
intensive training package under the name
Achievement Motivation Training (AMT). Until
now the training is still being conducted in various
state enterprises (SOEs), BUMS, education, SMEs
and the general public with various variations of
adjustments with specific goals and interests.
In this context, the author only focuses on the
measurement of achievement motif by using the
Projective Test instrument, TAT scoring method
which is often used in conducting research,
including when conducting demonstration in
Indonesia in 1972 through UNIDO project in
cooperation with Republic of Indonesia; in this case
the Ministry of Industry, Ministry of Manpower, top
universities in Indonesia.
4 ANALYSIS AND DISCUSSIONS
2.1 Main Category Assessment
From the data (story imaginary) that there are 30
respondents, each respondent 6 stories so that there
are a total of 180 stories. Once in the value as shown
in following table 1:
Table 1: Main category assessment
No.
of
Resp.
Achi.
Story
No. of
Stories
Resp.
Achi.
Story
No. of
Stories
1 2 6 16 2 6
2 0 6 17 2 6
3 3 6 18 1 6
4 1 6 19 3 6
5 1 6 20 2 6
6 2 6 21 2 6
7 3 6 22 0 6
8 0 6 23 0 6
9 0 6 24 1 6
10 2 6 25 1 6
11 2 6 26 2 6
12 4 6 27 1 6
13 0 6 28 2 6
14 1 6 29 1 6
15 3 6 30 0 6
2.2 Sub Category Assessment
From the data (story imaginary) that there are 30 of
the results of the main category assessment, each
story achievement traced elements as follows:
 Elements that indicate the need (need) is
abbreviated as N.
 Elements that indicate activity (activity)
abbreviated Act.
 The element that shows the shadow of
success (success anticipation) abbreviated
Sa.
 Elements that show failure anticipation
(abbreviated Fa).
 Elements that indicate the existence of
barriers / constraints in the self (personal
block) abbreviated Bp.
 Elements that indicate the existence of
obstacles / constraints from outside the self
/ outside world (world block) abbreviated
Bw.
 Usurers indicate the existence of an effort
to ask for help from other parties H
 Elements that show a sense of fun / happy /
proud / satisfied for the results achieved
(positive feeling) abbreviated F +.
 elements that show a sense of
disappointment / sad / upset over the results
achieved a failure (negative feeling)
abbreviated F-
 Is the written story focused on an
achievement purpose (theme) abbreviated
as Th.
If in one story achievement contains all the
elements - the above elements then the story is
considered perfect with a total value of 11 needs /
achievement motif or as popular 11 N.ach (need for
achievement). The details are as follows:
Table 2: Variable score
No. Variable Score
1 AI score 1 N.ach
2 N score 1 N.ach
3 Act score 1 N.ach
4 Sa score 1 N.ach
Analysis on Students’ Achievement using Instrument Projective Test for Higher Education in Jakarta
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5 Fa score 1 N.ach
6 Bp score 1 N.ach
7 Bw score 1 N.ach
8 H score 1 N.ach
9 F+ score 1 N.ach
10 F- score 1 N.ach
11 Th score 1 N.ach
If the story of the entire story (180 stories) of the
achievement story and each story of achievement
contains the elements mentioned above, then the
result is:
180 x 11 N- ach = 1980 N.ach (1)
Based on sub-category scoring, results are obtained
as Table as follows:
Table 3: Sub category assessment
No.
of
Resp.
Main
& sub
scores
No. of
Stories
Resp.
Main
& sub
scores
No. of
Stories
1 7 6 16 8 6
2 -3 6 17 7 6
3 13 6 18 3 6
4 4 6 19 20 6
5 1 6 20 5 6
6 6 6 21 7 6
7 11 6 22 -5 6
8 -5 6 23 -4 6
9 -3 6 24 5 6
10 8 6 25 2 6
11 5 6 26 6 6
12 15 6 27 3 6
13 0 6 28 7 6
14 0 6 29 1 6
15 10 6 30 0 6
Total calculations of the main categories and sub
categories are: 134 N.ach in 180 stories (already
taken into account from the reduction of unrelated
story of Imagery). Therefore, the average per person
/ student of XY Jakarta Higher Education semester 1
has achievement level 134/180 = 0,74 N.ach.
Under the terms, the standard achievement
motives are as follows:
 Score: -1 to 2 N.ach is categorized as low;
 Score: 3 to 6 N. ach is categorized as being;
 Score: 7 to 11 N.ach is categorized high.
5 CONCLUSIONS
Based on our findings, we can conclude things as
follows:
 From the result of scoring by using
Projective Test instrument or Thematic
Apperception Test (TAT), the Student
Achievement Motive 1st semester of XY
Jakarta Higher Education has average grade
achievement 0.74 N.ach which means low
achievement motive.
 When viewed individually, then there are 6
(six) respondents whose scores (both the
results of major categories or sub categories)
have not shown the achievement motive, or
in other words still get a score of zero (0) or
negative score means that his thoughts are
still fixed to the purpose of task
unsupportable and / or affiliated routine
tasks that lead to friendship, but according to
McClelland can still be developed through
exercises, one of them is Outstanding
Motivation Training. While there are 1 (one)
respondents who have a moderate
achievement motif with a score of 3.33
N.ach
Moreover, this achievement motif can be
developed through intensive training that is
Achievement Motivation Training. Therefore, to
encourage students to have higher achievement
motives and in turn will be able to produce output
according to the expectations of Higher Education in
Jakarta and of course the students themselves, the
Achievement Motivation Training for Higher
Education students is considered to be very urgent.
Notwithstanding, it should be conducted an effort
to realize the Achievement Motivation Training in
Higher Education, based on a regular basis which is
timed to be adjusted by lecturing scheduling or
academic calendar.
The achievement of this achievement motivation
training is entirely the authority of the Higher
Education Leadership, but it should be given to the
students of semester 1 or the final semester with the
consideration if held for the first semester students,
the students will be able to quickly adjust to the
vision and mission of Higher Education in Jakarta.
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Meanwhile, when the training is given to the
students of the final semester, it will provide
direction and as a provision to enter the world of
work.
Realizing this journal is very simple, then the
future may be continued to other researchers which
is more scientific in terms of researching with
particular variables, for the sake of interest.
REFERENCES
Achievement Motivation Training for Guides to Training,
1984, Technonet Asia. pp. 120-127
Bermawi et al, 1976, Development Motivation
Entrepreneur, Adaptation and Modification
Achievement Motivation Training, Ministry of
Industry, pp.125-128
Manual Achievement Motivation Training, 1991, Institute
of Applied Psychology UI in cooperation, with the
Directorate General of Small Industries Ministry of
Industry; pp. M-3
Kolb, David A.; Rubin, Irwin M.; Mcintyre, James M.
1974, Organizational Psychology, An Experiential
Approach, second Edition,Printed in the United States
of America, pp. 54-66
Mc Clelland, D.C, 1987, Encouraging high achievers ,
translation of "the achieving society, 1962, Erlangga,
Jakarta. pp. 28-31
Mc Clelland, D.C, 1995, Human Motivation, Cambridge,
University Press, pp. 224-225
Mc Clelland, D.C, and Steele, Robert, 1972, Motivation
Work Shop, A Student Work Book For Experiential
Learning in Huma Motivation, Harvard University,
General Learning Press, New York, pp. 34-35
Mc Clelland, D.C, 1961, The Achieving Society,
Translater by Siswo Suyanto, 1987, Intermedia,
Jakarta, pp. 28-31
Mulyani, Sri Rahayu, 1984, Social Motivation Teens
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Press, Yogyakarta, pp. 11-15
Wiyono, Sutarto, 2010, Industrial and Organizational
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