Memory and Forgetting Often in studying, what we study diligently is actually very difficult remembered and easily forgotten. On the other hand, quite a few of the experiences and lessons that we study in passing easily stick in our memories. Forgot orforgettingis the loss of the ability to name or reproduce what we have previously learned. Forgetting is not an event of losing items of information and knowledge from our minds. There are several factors that cause forgetting, namely: 1. Due to interference with information items or material in the student's memory system. Disruption of information items can occur for 2 reasons: a. Old learning material that has been stored interferes with the entry of new material (proactive interference). This event can occur if students study subject matter that is very similar to the subject matter they have mastered within a short period of time. In this case, the subject matter that has just been studied will be very difficult to remember or reproduce. b. New learning material interferes with recalling old learning material that has been stored in memory( retroactive interference). So, when learning new material, students actually forget the material they have studied previously. 2. There is pressure on existing information items, whether intentionally or not. This emphasis occurs because of several possibilities, including: a. Because the information items received by students are less pleasant, intentionally or unintentionally students push them back into the realm of unconsciousness. b. Because new information items automatically suppress existing information items. c. Because the information items that will be remembered are pushed back into the subconscious by themselves because they have never been used. 3. There is a change in environmental situation between learning time and recall time. 4. There is a change in students' attitudes and interests towards the learning process and situation. 5. Study material that has been mastered is never used or memorized (law of disuse). 6. There are changes in the nerves of the brain which can, among other things, be caused by: collisions, alcohol, drugs, certain diseases and so on. 7. Incoming information items are damaged before being stored in permanent memory. This can happen because there is a time lag between the time the information is absorbed and the coding and transformation process in the student's short-term memory. Subject matter that is forgotten by students, according to cognitive psychologists, is not completely lost in a person's memory. The learning material is actually still present in a person's memory subsystem but is too weak to be recalled or recalled. After doing relearning(learn more) or follow remedial teaching (remedial teaching) will ultimately result in more satisfactory academic performance than before. Learning Motivation Learning motivation plays a very important role in achieving learning achievement. Motivation is a condition that causes or gives rise to certain behavior and which gives direction and resilience to that behavior. High motivation to learn is reflected in perseverance that is not easily broken to achieve success even though faced with various difficulties. These various types of motivation can be divided into 4 groups, namely: 1) instrumental motivation, 2) social motivation, 3) achievement motivation, and 4) intrinsic motivation. Instrumental motivation means that students learn because they are driven by rewards or avoiding punishment. Social motivation means that students learn to carry out tasks, in this case student involvement in tasks stands out. Achievement motivation means that students learn to achieve achievement or success that has been established. Intrinsic motivation means that students learn because of their own desires. High motivation can intensify student learning activities. Motivation high levels can be found in the characteristics of student behavior, including: a. There is a very high quality of student involvement in learning. b. There are high feelings and affective involvement of students in learning. c. There is an effort by students to always maintain or ensure that they always have high learning motivation. From various developing motivation theories, Keller has compiled a set of motivation principles that can be applied in the teaching and learning process which is called the ARCS model. In this model there are 4 categories of motivational conditions that teachers must pay attention to so that the learning process they carry out is interesting, meaningful, and provides a challenge to students. These four conditions are: 1. Attention(attention) Students' attention arises from curiosity. Therefore, this curiosity needs to be stimulated so that students always pay attention to the lesson material provided. So that students are interested and pay attention to the subject matter being presented, teachers can deliver varied material and methods, always encourage student involvement in the teaching and learning process, and use lots of examples in everyday life to clarify concepts. 2. Relevance(relevance) Relevance shows that there is a relationship between the subject matter and the needs and conditions of students. Student motivation will be maintained if students consider what they are learning to meet personal needs or is useful and in accordance with their values. 3. Confidence(confidence) Feeling competent or capable is the potential to be able to interact positively with the environment. This concept is related to personal beliefs that they have the ability to carry out a task that is a condition for success.Self- efficacy high will further encourage and motivate students to study diligently in achieving maximum learning achievement. In order for students'self-confidence to increase, teachers need to increase students' successful experiences, for example by arranging learning activities so they are easy to understand, organizing learning activities into smaller parts, increasing expectations for success by stating the requirements for success, and providing constructive feedback during the process. learning. 4. Satisfaction(satisfaction) Success in achieving goals will produce satisfaction, and students will be increasingly motivated to achieve similar goals. Satisfaction in achieving goals is influenced by the consequences received, both from within and from outside the student. To increase and maintain student motivation, teachers can provide reinforcement (reinforcement) in the form of praise, giving opportunities and so on.