Enhancement of Learning Motivation Through Active Teacher Participation at Madrasah Ibtidaiyah Negeri 6 Pesisir Selatan
DOI:
https://doi.org/10.56874/eduglobal.v6i1.2240Keywords:
Education, Islamic Religion Teacher, Learning MotivationAbstract
The global challenge of low student motivation in education is particularly pronounced in underserved regions, where limited resources and teacher training exacerbate the issue. This problem is critical in Islamic education, where fostering motivation is essential for both academic and moral development. This study investigates how the active participation of Islamic Education teachers at MIN 6 Pesisir Selatan, a rural coastal school in West Sumatra, enhances student motivation. Using a mixed-methods case study design, data were collected through semi-structured interviews, classroom observations, and questionnaires involving 15 teachers and 30 students. The findings reveal that teachers' active participation, manifested through physical and non-physical classroom arrangements, mediation, and constructive evaluation, significantly boosts student motivation. Key strategies include creating a supportive learning environment, using engaging materials, providing positive feedback, and fostering cooperation. These methods align with Islamic values, emphasizing empathy and moral guidance, and were validated through triangulation, ensuring reliability. This study addresses its objectives by 1) identifying current motivation levels, 2) analyzing teachers' roles, and 3) demonstrating their impact. However, limitations include its focus on a single institution, which may affect generalizability, and the reliance on self-reported data, which could introduce bias. Future research should explore scalability in diverse Islamic educational contexts and investigate the role of digital tools in enhancing engagement
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