Optimalisasi Media Sort & Match Board untuk Meningkatkan Motivasi Belajar Siswa Sekolah Dasar: Penelitian Tindakan Kelas

##plugins.themes.academic_pro.article.sidebar##

Published Apr 30, 2025
https://doi.org/10.62491/njpi.2025.v5i2-16
Download
PDF
Statistic
Vol. 5 No. 2 (2025)

##plugins.themes.academic_pro.article.main##

Abdul Aziz
Universitas Muhammadiyah Malang, Indonesia
Erna Yayuk
Universitas Muhammadiyah Malang, Indonesia
Sri Astutik
Universitas Muhammadiyah Malang, Indonesia

Abstract

Purpose – This study aims to enhance the motivation and learning outcomes of 4th-grade students at SDN Ngaglik 01 Kota Batu through the implementation of the Sort & Match Board learning media. This medium integrates physical and cognitive activities to actively involve students in the learning process, thereby fostering academic improvement.
Method – The research employed Classroom Action Research (CAR) using the Kemmis & McTaggart model, which includes the stages of planning, implementation, observation, and reflection. The study was conducted from November 14 to December 13, 2024, involving 23 fourth-grade students. Data was collected through observation, interviews, questionnaires, documentation, and analysis of student learning outcomes.
Findings – The results revealed a significant improvement in both student motivation and academic performance. The proportion of motivated students increased from 21.7% in Cycle I to 100% in Cycle II, while the average test score rose from 60.43 to 85.57. A paired sample t-test confirmed the statistical significance of this improvement (p < 0.05). Enhancements in the visual design and instructional clarity of the media were identified as contributing factors to increased student engagement.
Research Implications – The findings suggest that interactive learning media can effectively boost student motivation and academic outcomes. Nevertheless, the study's generalizability is limited by its small sample size and specific context. Future research is recommended to investigate the application of the Sort & Match Board across various subjects and educational levels.

##plugins.themes.academic_pro.article.details##

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite
Aziz, A., Yayuk, E., & Astutik, S. . (2025). Optimalisasi Media Sort & Match Board untuk Meningkatkan Motivasi Belajar Siswa Sekolah Dasar: Penelitian Tindakan Kelas. Nusantara: Jurnal Pendidikan Indonesia, 5(2), 467–481. https://doi.org/10.62491/njpi.2025.v5i2-16
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Agdiyah, A. F., Mustopa, S., & Kowiyah, K. (2024). Pengaruh media interaktif Educaplay pada pembelajaran matematika di kelas III SD. Jurnal Arjuna, 2(6), 385–390. https://doi.org/10.61132/arjuna.v2i6.1367
  2. Agrifina, V. F., Vrisilia, V., Agustina, L., Supriyadi, S., & Izzatika, A. (2024). Pentingnya motivasi belajar dalam meningkatkan hasil belajar siswa di sekolah dasar. Pedagogika, 12(2), 414–431. https://doi.org/10.30598/pedagogikavol12issue2page414-431
  3. Amrulloh, A., darajaatul Aliyah, N., & Darmawan, D. (2024). Pengaruh kebiasaan belajar, lingkungan belajar dan motivasi belajar terhadap prestasi belajar siswa MTS Darul Hikmah Langkap Burneh Bangkalan. AL-MIKRAJ Jurnal Studi Islam Dan Humaniora (E-ISSN 2745-4584), 5(01), 188–200.
  4. Ariani, N., Sari, M., Ghani, H. N., & Aziz, A. (2024). Pengembangan media pembelajaran game edukasi berbasis Wordwall dan Educaplay dalam meningkatkan minat belajar siswa kelas IX di MTs Hidayatul Muhajirin. Jurnal Motivasi Pendidikan Dan Bahasa, 2(4), 01–14. https://doi.org/10.59581/jmpb-widyakarya.v2i4.4126
  5. Clark, R. C., Nguyen, F., Sweller, J., & Baddeley, M. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. Performance Improvement, 45(9), 8–14. https://doi.org/10.1002/pfi.4930450920
  6. Fahrurrazi, F., & Jayawardaya, S. S. P. (2024). Meningkatkan motivasi belajar siswa SD melalui metode pembelajaran interaktif. Semantik: Jurnal Riset Ilmu Pendidikan, Bahasa, Dan Budaya, 2(3), 101–110. https://doi.org/10.61132/semantik.v2i3.776
  7. Faizah, S. N. (2017). Hakikat belajar dan pembelajaran. At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 1(2), 175–185. https://doi.org/10.30736/atl.v1i2.85
  8. Firman, E., & Sandiarsa, K. D. (2024). The effect of learning environment on students’ motivation in learning. Jurnal Ilmiah Mandala Education, 10(4), 1047. https://doi.org/10.58258/jime.v10i4.7614
  9. Gurung, R. A. R., & Herrboldt, P. (2024). Picture this: Studying the effectiveness of illustrated instructions. Teaching of Psychology, 51(2), 1–9. https://doi.org/10.1177/00986283241255965
  10. Hartutik, I., Aprianto, D., & Setiyaningtiyas, N. (2023). Pelatihan pembuatan penelitian tindakan kelas (PTK) bagi guru-guru Yayasan Pendidikan Mataram Semarang. Jurnal Pengabdian Kepada Masyarakat, 2(2), 126–134. https://doi.org/10.55606/jpkm.v2i2.163
  11. Indriyani, L. (2019). Pemanfaatan media pembelajaran dalam proses belajar untuk meningkatkan kemampuan berpikir kognitif siswa. 2(1), 17–26.
  12. Mayer, R. E. (2020). Multimedia learning (3rd, Ed.). Cambridge University Press.
  13. Naro, W., Mirnawati, M., Suarni, S., & Gani, S. M. (2023). How aspects of characteristic-based learner development: Cognitive, affective, and psychomotor aspects. Didaktika: Jurnal Kependidikan, 12(1), 1–14. https://doi.org/10.58230/27454312.171
  14. Patrick, H. (2023). What teachers need to know about promoting student motivation to learn. In S. K. M. Bong &. J. Reeve (Ed.), Motivation science: Controversies and insights (pp. 329–334). Oxford University Press. https://doi.org/10.1093/oso/9780197662359.003.0059
  15. Pulley, P. G. (2020). Increase engagement and learning: Blend in the visuals, memes, and GIFs for online content. In M. Khosrow-Pour (Ed.), Emerging techniques and applications for blended learning in K-20 classrooms (pp. 137–147). IGI Global. https://doi.org/10.4018/978-1-7998-0242-6.ch007
  16. Rahman, R., & Fuad, M. (2024). Peran Motivasi Dan Displin Dalam Menunjang Prestasi Belajar Siswa Pada Mata Pelajaran Ips. DISCOURSE: Indonesian Journal of Social Studies and Education, 1(2), 172–180.
  17. Rahmandani, F., Hamzah, M. R., Handayani, T., & Fatimah, S. (2024). Penerapan Problem Based Learning (PBL) dalam Peningkatan Keaktifan dan Motivasi Belajar Peserta Didik pada Mata Pelajaran Pendidikan Pancasila di SMAN 2 Batu. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 4(3), 1016–1027.
  18. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68
  19. Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.-E. (2009). School burnout inventory (SBI) reliability and validity. European Journal of Psychological Assessment, 25(1), 48–57.
  20. Santrock, J. W. (2011). Educational psychology (5th, Ed.). McGraw-Hill.
  21. Sardiman, A. M. (2011). Interaksi dan motivasi belajar mengajar. Rajawali Pers.
  22. Silva, J. D. S. (2023). The use of active methodologies to promote the engagement of foreign language students. Revista Scientific Society, 5(8), 15–28. https://doi.org/10.61411/rsc57815
  23. Sulistyawati, W., Sumartiningsih, I., & Priatiningsih, S. (2024). The influence of interactive learning media to increase learning motivation and learning outcomes for early childhood. Journal of Education Technology and Innovation, 7(1), 38–46. https://doi.org/10.31537/jeti.v7i1.1844
  24. Yayuk, E., Suwandayani, B. I., Rosyadi, A. A. P., Ekowati, D. W., & Ismail, A. D. (2024). Effectiveness of using a bar model in solving story problems for elementary school students. Research and Development in Education (RaDEn), 4(2), 804–815. https://doi.org/10.22219/raden.v4i2.35295
  25. Y?ld?r?m, ?. S., & ?en, S. (2021). The effects of gamification on students’ academic achievement: A meta-analysis study. Interactive Learning Environments, 29(8), 1301–1318. https://doi.org/10.1080/10494820.2019.1636086