Teacher Teaching Strategies for Student Learning Motivation in Indonesian Language in Fourth Grade Elementary School
Keywords:
teaching strategies, learning motivation, indonesian language, elementary school, active learningAbstract
This study aims to analyze and describe teaching strategies employed by Grade IV teachers and their relationship with students’ learning motivation in Indonesian language instruction at SD Inpres 15, Sorong Regency. A qualitative descriptive research design was adopted, with data collected through four instruments: observation sheets, interview guides, a learning motivation questionnaire, and documentation. The research participants consisted of one Grade IV homeroom teacher and 22 Grade IV students. Data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings reveal that the teacher implemented five principal teaching strategies: active learning, contextual learning, reinforcement, cooperative learning, and the utilization of instructional media. These strategies effectively created an engaging, interactive, and student-centered classroom environment. Results from the learning motivation questionnaire indicated that 82% of students responded positively to the reinforcement and praise provided by the teacher. However, several inhibiting factors were identified, including differences in student ability and motivation levels, limited parental support at home, and an insufficiently conducive physical learning environment. The study concludes that varied, creative, and contextually responsive teaching strategies are significantly associated with improved student motivation and participation in Indonesian language learning. Sustained pedagogical innovation, combined with collaborative support from parents and the school community, is recommended to further enhance learning motivation and outcomes.
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