Fahleni, Anje Lilis (2025) Pengaruh Model pembelajaran Langsung Terhadap Motivasi Belajar Matematika Siswa Kelas 5 SDN 13 TOPANG. Other thesis, Universitas Islam Riau.

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Abstract

This study aims to determine the effect of the Direct Instruction learning model on the mathematics learning motivation of fifth-grade students at SDN 13 Topang. This quantitative research employed an experimental method using a one-group pretest-posttest design. The participants consisted of all 24 fifth-grade students. The data were collected through a learning motivation questionnaire using a Guttman scale that had been validated by experts and tested for reliability using SPSS version 30, ensuring that the instrument was feasible and accurate for measurement. The research procedure included administering the pretest, implementing the Direct Instruction model through its stages (stating objectives, demonstration, guided practice, independent practice, and evaluation), and administering the posttest to measure changes in students’ motivation. Data were analyzed using a paired sample t-test to identify significant differences between the pretest and posttest scores. The findings revealed that the Direct Instruction model significantly improved students’ learning motivation, as evidenced by an increase in the average score from 22.00 in the pretest to 25.70 in the posttest. Students also demonstrated greater engagement, enthusiasm during practice, and increased confidence in understanding mathematics concepts. These results indicate that the Direct Instruction model positively influences students’ motivation to learn mathematics. Therefore, the Direct Instruction model can be considered an effective instructional alternative for elementary school teachers to enhance students’ learning motivation, particularly in mathematics, which is often perceived as a challenging subject. The study also recommends consistent implementation of this model and the integration of engaging learning media to optimize learning outcomes.

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