Amalia Sari, Ika Evitasari Aris, Maulina Rahayu

ANALISIS MOTIVASI BELAJAR DALAM PEMBELAJARAN MATEMATIKA SISWA KELAS I SEKOLAH DASAR NEGERI VI BUMI NABUNG ILIR

Introduction

Analisis motivasi belajar dalam pembelajaran matematika siswa kelas i sekolah dasar negeri vi bumi nabung ilir. Analisis motivasi belajar matematika siswa kelas 1 SD di Bumi Nabung Ilir. Temukan strategi kreatif dan interaktif untuk meningkatkan semangat, partisipasi, dan sikap positif mereka.

Abstract

This study aims to analyze the learning motivation of first-grade students in mathematics learning at SD Negeri VI Bumi Nabung Ilir. The research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The study focused on motivation indicators, including enthusiasm, persistence, active participation, initiative, response to rewards, focus, and achievement orientation. The findings revealed that students’ motivation was in the moderate category, characterized by fluctuating enthusiasm, inconsistent persistence, and limited active participation. Independent learning initiative was relatively low, although positive responses to rewards, focus, and achievement goals were evident in some students. Motivation increased when teachers applied concrete media, varied methods, and engaging learning approaches. It can be concluded that students’ motivation needs to be enhanced through creative, interactive, and contextual strategies so that they become more active, confident, and develop a positive attitude toward mathematics from an early stage.

Review

This study, "Analisis Motivasi Belajar dalam Pembelajaran Matematika Siswa Kelas I Sekolah Dasar Negeri VI Bumi Nabung Ilir," addresses a critically important area in educational research: understanding and fostering learning motivation in early mathematics. The researchers adopted a descriptive qualitative approach, employing a robust methodology involving observation, interviews, and documentation to gather rich data. The focus on a comprehensive set of motivation indicators—enthusiasm, persistence, active participation, initiative, response to rewards, focus, and achievement orientation—provides a detailed lens through which to examine the complex dynamics of student motivation at a foundational stage. This holistic approach is commendable for attempting to capture the multifaceted nature of motivation in young learners. The findings reveal that students' motivation was generally in a "moderate category," characterized by a mix of strengths and weaknesses. While there were positive responses to rewards, focus, and achievement goals in some students, areas such as fluctuating enthusiasm, inconsistent persistence, and limited active participation highlight significant challenges. The abstract effectively points out that motivation showed improvement when teachers implemented concrete media, varied methods, and engaging learning approaches. However, the qualitative depth regarding *why* these fluctuations occurred or *how* specific teacher strategies impacted particular motivational indicators (e.g., did concrete media primarily boost focus or persistence?) could be elaborated upon for a richer understanding of the underlying mechanisms. In conclusion, the study underscores the urgent need to enhance primary school students' motivation in mathematics. The recommendation for creative, interactive, and contextual strategies is well-aligned with the findings and offers practical guidance for educators. This research provides a valuable preliminary insight into the motivational landscape of first-grade mathematics students and serves as a strong foundation for further inquiry. Future studies could delve deeper into the specific contextual factors contributing to motivational inconsistencies and explore the long-term efficacy of the proposed pedagogical strategies in fostering sustained positive attitudes towards mathematics from an early age.

Full Text

Comments

You need to be logged in to post a comment.