PENGARUH REWARD GURU TERHADAP MOTIVASI BELAJAR MATEMATIKA SISWA KELAS VII SMP NEGERI 1 DUHIADAA

Abstract

This study aims to determine the influence of teacher rewards on the motivation to learn mathematics in class VII students at SMP Negeri 1 Duhiadaa. This study is the low motivation of students to learn mathematics, which is characterized by a lack of active participation, low learning outcomes, and a lack of internal motivation for students to follow learning optimally. Rewards or awards from teachers are seen as external strategies that can strengthen positive behavior and encourage increased student learning motivation. This study used a quantitative approach with a quasi-experimental design and a pretest-posttest control group model. The research sample consisted of two classes, namely class VII A (as the experimental group, 19 students) and VII B (as the control group, 13 students), which were selected through simple random sampling techniques. The main instrument is a learning motivation questionnaire arranged based on six indicators and analyzed using normality test, homogeneity test, and independent t-test. The results showed that the experimental group that was given rewards obtained a higher average learning motivation score than the control group. After treatment, the average learning motivation score of students in the experimental group reached 45.63, while the control group only reached 34.92. The results of the t-test showed a significance value (2-tailed) of 0.001 (<0.05) and a calculated t value of 5.9 98> t table 2.042. So, this study's results indicate a positive and significant influence of teacher rewards on students' mathematics learning motivation. The rewards given, either verbally or non-verbally or in the form of additional values, have been proven to increase students' enthusiasm, participation, and self-confidence in the mathematics learning process. This study recommends that teachers appropriately integrate reward-giving strategies to create a more motivating and conducive learning atmosphere for improving student achievement.