Farida Nugrahani, Dibyo Laksono Susilo, Dwi Handayani, Nuha Nisrina Putri, Sri Hartati, Wijayanti Wijayanti, Yuni Susilowati

PENGALAMAN BELAJAR SEBAGAI PEMANTIK MOTIVASI INTRINSIK SISWA DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR

Introduction

Pengalaman belajar sebagai pemantik motivasi intrinsik siswa dalam pembelajaran bahasa indonesia di sekolah dasar. Eksplorasi pengalaman belajar bermakna sebagai pemicu motivasi intrinsik siswa SD dalam Bahasa Indonesia. Temukan cara mendesain pembelajaran bahasa yang lebih menarik & efektif.

Abstract

Penelitian ini bertujuan untuk mengeksplorasi dampak pengalaman pembelajaran terhadap motivasi intrinsik siswa dalam pembelajaran bahasa. Motivasi intrinsik merupakan faktor penting dalam keberhasilan pembelajaran bahasa, namun sering terhambat oleh metode pengajaran yang monoton dan berorientasi pada hasil. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi kelas, wawancara dengan siswa, dan jurnal refleksi. Hasil penelitian menunjukkan bahwa pengalaman belajar yang bermakna, relevan, dan memberikan otonomi kepada siswa mampu meningkatkan motivasi intrinsik. Siswa lebih aktif dan percaya diri ketika terlibat langsung dalam proses pembelajaran bahasa. Penelitian ini menyimpulkan bahwa pengalaman belajar yang positif lebih efektif dalam menumbuhkan motivasi intrinsik dibandingkan dengan pemberian penghargaan eksternal. Hasil ini memberikan panduan bagi pendidik bahasa untuk merancang kegiatan di kelas yang lebih berfokus pada proses dan keterlibatan emosional siswa.

Review

This paper, titled "PENGALAMAN BELAJAR SEBAGAI PEMANTIK MOTIVASI INTRINSIK SISWA DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR," addresses a critical area in educational psychology and language pedagogy: the cultivation of intrinsic motivation among elementary school students. The study's central aim is to explore how various learning experiences impact students' intrinsic motivation in Indonesian language learning, a crucial yet often overlooked factor in educational success. The abstract effectively summarizes the core issue, highlighting how conventional, outcome-focused teaching methods can stifle genuine student engagement. The key finding – that meaningful, relevant, and autonomy-granting learning experiences are potent catalysts for intrinsic motivation – provides a compelling argument for a shift in pedagogical approach. Methodologically, the research employs a qualitative, case study design, which is highly appropriate for gaining a deep, nuanced understanding of complex educational phenomena like student motivation. The triangulation of data through classroom observations, student interviews, and reflection journals strengthens the validity and richness of the findings, offering multiple perspectives on student engagement and its triggers. The emphasis on fostering intrinsic motivation over external rewards is a significant strength, aligning with modern theories of learning and psychological well-being. This approach allows the study to move beyond superficial engagement to explore genuine, self-driven interest in language acquisition, underscoring the value of student-centered learning environments. The implications of this research are substantial for Indonesian language educators and curriculum developers. The findings provide clear guidance for designing classroom activities that prioritize process, emotional involvement, and student autonomy, ultimately leading to more active and confident learners. While the case study design offers rich, in-depth insights, future research could expand upon these findings through larger-scale studies or by exploring the long-term impact of such pedagogical shifts across diverse educational contexts. Investigating specific types of "meaningful experiences" and their differential effects on various aspects of language learning could also offer valuable avenues for further inquiry, thereby building upon this paper's important contribution to understanding and fostering intrinsic motivation in language education.

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