Students' Learning Motivation Towards the Subject of Pancasila Education Grade 7 at Smp Negeri 3 Cerenti
Keywords:
Learning motivation , Pancasila Education, junior high school students, learning strategies, characterAbstract
Pancasila Education has a strategic role in shaping the character and national identity of students in the era of
globalization. However, the effectiveness of learning is highly dependent on the level of student learning motivation.
Therefore, understanding the condition of student motivation is important to ensure that the internalization of Pancasila values
can run optimally. This study uses a descriptive quantitative approach with a survey technique. The subjects of the study were
43 seventh grade students of SMP Negeri 3 Cerenti. Data were collected through a learning motivation questionnaire and
analyzed using descriptive statistics, including the average value, standard deviation, skewness, and kurtosis. The results of
the analysis showed that the level of student learning motivation was relatively high with an average score of 89.70. The data
distribution was close to normal (skewness -0.126 and kurtosis -0.275), which reflects a relatively even and symmetrical
distribution of scores. These findings show that students have an interest and enthusiasm in taking Pancasila Education lessons.
The results of this study are in line with several previous studies that emphasize the importance of innovative teaching methods,
the role of teachers as motivators, and a supportive learning environment in increasing student learning motivation. However,
there is a difference with other studies that reported moderate to low levels of motivation, indicating the importance of local
context and teaching strategies. Students' learning motivation towards Pancasila Education at SMP Negeri 3 Cerenti is
relatively high. Efforts to maintain and improve this motivation are essential for the success of Pancasila-based character
education.
References
Arumsari, F., & Susanti, R. (2024). Strategi guru dalam menerapkan pembelajaran berdiferensiasi pada
Kurikulum Merdeka. Jurnal Pendidikan Inklusif, 12(1), 45–58.
Azmy, A., & Fanny, N. (2023). Penerapan pembelajaran berdiferensiasi dalam Kurikulum Merdeka: Studi kasus
di SMP. Jurnal Ilmu Pendidikan, 21(3), 210–223.
Blaz, D. (2023). Differentiated instruction: A guide for world language teachers (3rd ed.). Routledge.
https://doi.org/10.4324/9781003293293
Chipika, S., Musingafi, M. C. C., & Mhishi, M. (2023). Differentiated instruction: A tool for inclusive teaching
and learning. International Journal of Educational Studies, 9(1), 33–48.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative
research (4th ed.). Pearson Education.
Fitra, Y. (2022). Asesmen formatif dalam mendukung pembelajaran berdiferensiasi. Jurnal Evaluasi Pendidikan,
10(1), 67–75.
Gheyssens, E., Consuegra, E., Engels, N., & Struyven, K. (2020). Differentiated instruction in primary education:
A systematic review of research between 2006 and 2016. Educational Research Review, 30, 100312.
https://doi.org/10.1016/j.edurev.2020.100312
Hajis, A., & Othman, A. (2024). Professional development in differentiated instruction: Challenges and strategies.
Malaysian Journal of Education, 49(1), 15–27.
87
Herawati, D., Syamsurizal, & Pramono, R. (2024). Efektivitas pembelajaran berdiferensiasi dalam peningkatan
hasil belajar matematika. Jurnal Pendidikan Matematika, 14(2), 112–125.
Heryanti, D., Rosnita, & Mulyani, E. (2023). Keberagaman peserta didik pesisir dan implikasi terhadap
implementasi kurikulum. Jurnal Pendidikan Kontekstual, 7(1), 33–45.
Lavania, M., & Nor, F. M. (2020). Differentiated instruction: Bridging theory and practice in inclusive classrooms.
International Education Studies, 13(4), 34–41. https://doi.org/10.31838/jcr.07.06.51
Muthaharoh, R., Syafrudin, & Hapsari, R. (2024). Kesiapan guru dalam menerapkan pembelajaran berdiferensiasi
di sekolah pinggiran. Jurnal Pendidikan Daerah, 9(1), 88–102.
Noviandari, L. (2024). Pemahaman guru terhadap Kurikulum Merdeka dan implikasinya dalam pembelajaran.
Jurnal Kurikulum dan Pembelajaran, 11(1), 20–34.
Nuraini, T., Wibowo, A., & Prasetya, H. (2024). Tugas berdiferensiasi dalam pembelajaran matematika SMP.
Jurnal Inovasi Pendidikan, 16(2), 135–148.
Nurhasna, E., Abdullah, A., & Maulida, N. (n.d.). Pendidikan kontekstual di daerah pesisir: Sebuah kajian
etnopedagogi. [Manuskrip belum diterbitkan].
Nurlatifah, A., & Munandar, I. (2024). Pengaruh pembelajaran berdiferensiasi terhadap motivasi belajar siswa
SMP. Jurnal Psikologi Pendidikan, 14(1), 71–84.
Nurwidiawati, D., Rahayu, S., & Iskandar, T. (2024). Pelatihan guru berbasis teknologi dalam mendukung
pembelajaran berdiferensiasi. Jurnal Teknologi Pendidikan, 19(1), 59–70.
Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. H. (2018). Differentiated instruction
in primary mathematics: Effects on student achievement. Educational Studies in Mathematics, 97(3), 327
349. https://doi.org/10.1016/j.learninstruc.2018.01.009
Puspitasari, D., Kartika, Y., & Rahmadani, N. (2024). Peran guru dalam desain pembelajaran adaptif: Analisis
implementasi Kurikulum Merdeka. Jurnal Pendidikan dan Inovasi, 12(2), 122–134.
Setioyuliani, D., & Andaryani, N. (2023). Kendala implementasi Kurikulum Merdeka: Studi kualitatif pada guru
SMP. Jurnal Penelitian Pendidikan, 18(2), 101–113.
Sipahutar, L., Manurung, T., & Lumbanraja, M. (2024). Peran pelatihan profesional dalam implementasi
kurikulum baru. Jurnal Kependidikan, 25(1), 45–58.
Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner
friendly classroom (2nd ed.). Solution Tree Press.
Suryati, R., Mulyani, E., & Nasution, H. (2023). Beban administrasi guru dan dampaknya terhadap kualitas
pengajaran. Jurnal Administrasi Pendidikan, 13(1), 75–88.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
