IMPLEMENTASI REWARD TERHADAP MOTIVASI BELAJAR SISWA KELAS II SD ISLAM ASYSYAKIRIN KOTA TANGERANG
DOI:
https://doi.org/10.51878/elementary.v5i3.6867Keywords:
Reward, Motivasi Belajar, Siswa Sekolah DasarAbstract
The lack of enthusiasm and active participation among students in learning activities is a common challenge in elementary education, including in the second-grade class at SD Islam Asysyakirin, Tangerang City. This study aims to describe the implementation of rewards in enhancing students' learning motivation. A descriptive qualitative approach was used, involving 21 participants consisting of 10 second-grade students, 10 parents, and 1 homeroom teacher. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model. The findings show that the types of rewards given by the teacher include verbal rewards (praise such as "very good"), nonverbal rewards (gestures like smiles and thumbs-up), and physical rewards (stickers and stationery). Verbal rewards proved to be the most effective, marked by a 30% increase in student participation, a 25% increase in enthusiasm, and a 35% increase in task completion. Consistent reward-giving encouraged students to be more active, responsible, and enthusiastic in learning activities. These findings address the gap in previous studies, which mostly discuss rewards from a theoretical perspective, by providing empirical evidence from real classroom practice at the elementary level. The practical implication of this study suggests that a systematic reward implementation tailored to student characteristics can be an effective strategy for enhancing learning motivation from an early age.
ABSTRAK
Minimnya semangat dan partisipasi aktif siswa dalam kegiatan belajar menjadi tantangan umum dalam pembelajaran di sekolah dasar, termasuk di kelas II SD Islam Asysyakirin Kota Tangerang. Penelitian ini bertujuan untuk mendeskripsikan implementasi pemberian reward dalam meningkatkan motivasi belajar siswa. Pendekatan yang digunakan adalah deskriptif kualitatif dengan partisipan sebanyak 21 orang, terdiri atas 10 siswa kelas II B, 10 orang tua, dan 1 guru kelas. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi, yang dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa bentuk reward yang diberikan guru meliputi reward verbal (pujian seperti "bagus sekali"), reward nonverbal (gestur seperti senyuman dan acungan jempol), serta reward fisik (stiker dan alat tulis). Reward verbal terbukti paling efektif, ditandai dengan peningkatan partisipasi siswa sebesar 30%, peningkatan antusiasme sebesar 25%, dan ketuntasan penyelesaian tugas sebesar 35%. Pemberian reward yang konsisten mendorong siswa untuk lebih aktif, bertanggung jawab, dan bersemangat dalam mengikuti pembelajaran.Temuan ini mengisi celah penelitian terdahulu yang cenderung hanya membahas reward secara teoritis, dengan menghadirkan bukti empiris dari praktik kelas nyata di jenjang sekolah dasar. Implikasi praktis dari penelitian ini menunjukkan bahwa penerapan reward yang sistematis dan sesuai karakteristik siswa dapat menjadi strategi efektif untuk meningkatkan motivasi belajar sejak dini.
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