Marsya Adriana, Juli Maini Sitepu

Strategi Guru dalam Meningkatkan Semangat Belajar Anak di RA Mawaddah Warahmah Medan

Introduction

Strategi guru dalam meningkatkan semangat belajar anak di ra mawaddah warahmah medan. Strategi guru di RA Mawaddah Warahmah Medan berhasil tingkatkan semangat belajar anak. Temukan cara efektif meningkatkan motivasi, partisipasi, dan fokus anak usia dini melalui pendekatan inovatif.

Abstract

The Professional Work Experience (PKP) program at RA Mawaddah Warahmah Medan was conducted to enhance students’ understanding of teachers’ strategies in fostering young children’s learning motivation. The objectives were to identify baseline learning motivation, design teacher strategies based on children’s needs, and evaluate their impact on classroom engagement. The methods applied included classroom observation, interviews with mentor teachers, documentation, and participatory assistance through a classroom action approach. The strategies implemented consisted of affirmative communication, the use of concrete media, play-based learning, positive reinforcement, and effective transition management. Findings revealed a significant increase in children’s attention, active participation, and positive expression. Average motivation scores improved by 38% from pre- to post-intervention. Children became more focused, enthusiastic, and actively involved in core learning activities. Teachers also benefited from more conducive classroom environments and new creative teaching ideas. These results emphasize the crucial role of teachers as key drivers of learning motivation and demonstrate that simple yet targeted strategies can generate meaningful impacts. The PKP program is expected to contribute to the advancement of educational knowledge, particularly in implementing innovative, contextual, and child-centered learning approaches in early childhood education.

Review

This review assesses the article "Strategi Guru dalam Meningkatkan Semangat Belajar Anak di RA Mawaddah Warahmah Medan," which details the outcomes of a Professional Work Experience (PKP) program focused on enhancing student learning motivation in early childhood education. The study's objective to identify baseline motivation, design need-based strategies, and evaluate their impact is highly relevant and addresses a critical area in early childhood pedagogy. The abstract clearly outlines a practical, action-oriented approach, utilizing classroom observation, interviews, documentation, and participatory assistance. The identified strategies—affirmative communication, concrete media, play-based learning, positive reinforcement, and effective transition management—are well-established and empirically sound pedagogical practices for young learners. The findings presented are compelling and offer significant practical insights. The reported increase in children's attention, active participation, and positive expression, alongside a notable 38% improvement in average motivation scores, strongly supports the efficacy of the implemented strategies. This quantitative improvement, coupled with qualitative observations of children becoming more focused and enthusiastic, underscores the profound impact teachers can have on the learning environment. Furthermore, the mutual benefits for teachers, who gained a more conducive classroom and new creative teaching ideas, highlight the holistic positive influence of the PKP program. The methodological approach, particularly the classroom action research framework, is appropriate for this type of practical, context-specific intervention aimed at immediate improvements. In conclusion, this article makes a valuable contribution to the field of early childhood education, particularly within the Indonesian context. It effectively demonstrates that well-planned, simple, and targeted teacher strategies are crucial drivers of learning motivation, capable of generating meaningful and measurable impacts. The study successfully bridges theory and practice, providing actionable insights for early childhood educators seeking to foster a more engaging and child-centered learning environment. The emphasis on innovative and contextual approaches aligns well with contemporary educational advancements, and the findings warrant further dissemination to inform broader educational practices and policy in early childhood settings.

Full Text

Comments

You need to be logged in to post a comment.