Learning Motivation and Student Engagement as Predictors of Social Studies Understanding in Pre-Service Elementary Teachers

Sherly Ika Savitri; Sekar Purbarini Kawuryan; Anwar Senen; Fery Muhamad Firdaus; Aurelya Andini Putri

doi:10.56741/IISTR.ijlree.001773

Authors

Sherly Ika Savitri
sherlyika.2024@student.uny.ac.id
Universitas Negeri Yogyakarta
Sekar Purbarini Kawuryan Universitas Negeri Yogyakarta https://orcid.org/0000-0002-5711-3888
Anwar Senen Universitas Negeri Yogyakarta https://orcid.org/0000-0003-3590-0132
Fery Muhamad Firdaus Universitas Negeri Yogyakarta https://orcid.org/0000-0001-5116-8354
Aurelya Andini Putri Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.56741/IISTR.ijlree.001773

Keywords:

Learning Motivation, Social Studies, Student Activity, Student Engagement, Understanding

Abstract

Students' understanding of elementary school social studies courses can be influenced by various internal and external factors, namely learning motivation and activity in the lecture process. This study aims to analyze the relationship between learning motivation and student activity with the understanding of basic elementary school social studies concepts in elementary school teacher education students. The approach in this study is a quantitative survey design with a cross-sectional design. There were 82 respondents, consisting of study groups E and F. The instruments used were questionnaires on learning motivation, activity, and understanding of elementary school social studies concepts. Data analysis was performed using descriptive statistics with JASP and Spearman's correlation test because the data were not normally distributed. The results of this study indicate a positive relationship between student activity and understanding of basic social studies concepts (p = 0.808; p < 0.001). Learning motivation has a significant positive relationship in the moderate category (p = 0.396; p < 0.001). In addition, there was a strong relationship between learning motivation and activity (p = 0.637; p < 0.001). These findings indicate that motivation and activity are important factors in building students' understanding of basic social studies concepts. The interrelationship between these two aspects is expected to support the effectiveness of the learning process in elementary school social studies basic concepts courses.

Downloads

Download data is not yet available.

Author Biographies

Sherly Ika Savitri, Universitas Negeri Yogyakarta

affiliated with Yogyakarta State University, Jl. Colombo No.1, Karang Malang, Caturtunggal, Depok District, Sleman Regency, Special Region of Yogyakarta 55281. He is a master's student in Elementary Education, focusing on Social Sciences. Her research will focus on media development, student character, or testing several models and strategies in elementary school learning. (email: sherlyika.2024@student.uny.ac.id).

Sekar Purbarini Kawuryan, Universitas Negeri Yogyakarta

is a lecturer in Education at Yogyakarta State University and currently serves as the head of the doctoral program in Basic Education at the Faculty of Education, UNY. In addition to teaching and carrying out his duties as the head of the doctoral program, he is often involved in development research, research, and community service, and focuses on educational research and empowerment. (email: sekarpurbarini@uny.ac.id)

Anwar Senen, Universitas Negeri Yogyakarta

is a lecturer in Education at Yogyakarta State University, teaching Science and Social Studies at the master's level. His research focuses on social studies, media development, educational curriculum, and learning strategies. (email: anwarsenen@uny.ac.id).

Fery Muhamad Firdaus, Universitas Negeri Yogyakarta

is a lecturer in Education at Yogyakarta State University, teaching scientific writing, mathematics, and education at the master's level. He currently serves as the head of the undergraduate elementary education program at UNY. His research focuses on social studies, media development, educational curriculum, mathematics, and learning strategies. (email: fery.firdaus@uny.ac.id).

Aurelya Andini Putri, Universitas Negeri Yogyakarta

affiliated with Yogyakarta State University, Jl. Colombo No.1, Karang Malang, Caturtunggal, Depok District, Sleman Regency, Special Region of Yogyakarta 55281. She is a master's student in Elementary Education, focusing on Social Sciences. Her research will focus on media development, student character, or testing several models and strategies in elementary school learning. (email: aurelyaandini.2024@student.uny.ac.id).

References

S. Syahbuddin, “Penerapan Kurikulum 2013 dalam proses pembelajaran ilmu pengetahuan sosial di kelas IV SDN Sanolo,” J. Pendidik. IPS, vol. 12, no. 2, pp. 81–88, Dec. 2022, doi: 10.37630/jpi.v12i2.803. [Eng. Trans.: Implementation of the 2013 Curriculum in the Social Studies Learning Process in Grade IV at Sanolo Public Elementary School] DOI: https://doi.org/10.37630/jpi.v12i2.803

R. Alfigo, A. Adrias, and S. S. Syam, “Analisis strategi pembelajaran untuk meningkatkan pemahaman siswa dalam mata pelajaran IPS di sekolah dasar,” J. Bintang Pendidik. Indones., vol. 3, no. 2, pp. 264–272, Jan. 2025, doi: 10.55606/jubpi.v3i2.3833. [Eng. Trans.: Analysis of Learning Strategies to Improve Student Understanding in Social Studies Subjects in Elementary Schools] DOI: https://doi.org/10.55606/jubpi.v3i2.3833

N. I. Syarif, M. R, M. M. Sari, S. A. Rahman, and T. A. Arif, “Urgensi mata kuliah konsep dasar IPS terhadap mahasiswa PGSD sebagai calon guru sekolah dasar,” J. Pengabdi. Kpd. Masy. Nusant., vol. 5, no. 1, pp. 694–700, Feb. 2024, doi: 10.55338/jpkmn.v5i1.2780. [Eng. Trans.: The Importance of Basic Social Studies Concepts for PGSD Students as Prospective Elementary School Teachers] DOI: https://doi.org/10.55338/jpkmn.v5i1.2780

P. K. Yip, L. Cheng, and P. Cheung, “The association of children’s motivation and physical activity levels with flipped learning during physical education lessons,” Eur. Phys. Educ. Rev., vol. 29, no. 4, pp. 601–618, Nov. 2023, doi: 10.1177/1356336X231170990. DOI: https://doi.org/10.1177/1356336X231170990

M. Crotti et al., “Effect of linear and nonlinear pedagogy physical education interventions on children’s physical activity: A cluster randomized controlled trial (SAMPLE-PE),” Children, vol. 8, no. 1, e49, Jan. 2021, doi: 10.3390/children8010049. DOI: https://doi.org/10.3390/children8010049

E. L. Schmit et al., “A STEM achievement motivation program: Perspectives of elementary school students,” Prof. Sch. Couns., vol. 23, no. 1, e2156759X19894585, Jan. 2019, doi: 10.1177/2156759X19894585. DOI: https://doi.org/10.1177/2156759X19894585

Y. Yang, Y. Du, J. van Aalst, D. Sun, and F. Ouyang, “Self-directed reflective assessment for collective empowerment among pre-service teachers,” Br. J. Educ. Technol., vol. 51, no. 6, pp. 1961–1981, 2020, doi: 10.1111/bjet.13040. DOI: https://doi.org/10.1111/bjet.13040

X.-L. Zheng, H.-S. Kim, W.-H. Lai, and G.-J. Hwang, “Cognitive regulations in ICT-supported flipped classroom interactions: An activity theory perspective,” Br. J. Educ. Technol., vol. 51, no. 1, pp. 103–130, 2020, doi: 10.1111/bjet.12763. DOI: https://doi.org/10.1111/bjet.12763

K. O. R. Dewi, I. N. Murda, and I. G. Astawan, “Hubungan pola asuh orang tua dan motivasi belajar dengan hasil belajar PPKN siswa,” Mimb. PGSD Undiksha, vol. 8, no. 1, pp. 50–60, Apr. 2020, doi: 10.23887/jjpgsd.v8i1.24578. [Eng. Trans.: The Relationship between Parenting Styles and Learning Motivation with Students' Civic Education Learning Outcomes]

S. Alfiah, S. Istiyati, and H. Mulyono, “Analisis penyebab rendahnya motivasi belajar dalam pembelajaran IPS peserta didik kelas V sekolah dasar,” Didakt. Dwija Indria, vol. 9, no. 5, pp. 1–6, Mar. 2021, doi: 10.20961/ddi.v9i5.49328. [Eng. Trans.: Analysis of the Causes of Low Learning Motivation in Social Studies Learning Among Fifth Grade Elementary School Students] DOI: https://doi.org/10.20961/ddi.v9i5.49328

E. R. Astuti and R. Zakaria, “Hubungan motivasi belajar dengan prestasi akademik,” J. Health Sci. Gorontalo J. Health Sci. Community, vol. 5, no. 1, pp. 222–228, Apr. 2021, doi: 10.35971/gojhes.v5i1.10276. [Eng. Trans.: The Relationship Between Learning Motivation and Academic Achievement] DOI: https://doi.org/10.35971/gojhes.v5i1.10276

A. Alimuddin, M. Rakib, and N. Rahman, “The influence of learning motivation and family environment on learning outcomes through learning activities of students in the subject of social studies (IPS) at SMPN 4 Mangarabombangy,” Syntax Idea, vol. 5, no. 9, pp. 1231–1248, Aug. 2023, doi: 10.46799/syntax-idea.v5i9.2500.

W. Fitriani, H. Haryanto, and S. E. Atmojo, “Motivasi berprestasi dan kemandirian belajar mahasiswa saat pembelajaran daring,” J. Pendidik. Teori Penelit. Dan Pengemb., vol. 5, no. 6, pp. 828–834, Jun. 2020. [Eng. Trans.: Motivation for Achievement and Independent Learning Among Students During Online Learning] DOI: https://doi.org/10.17977/jptpp.v5i6.13639

S. Sulaksana, A. Sudrajat, and A. Maksum, “The relationship between learning independence and learning motivation with IPS learning outcomes,” Buana Pendidik. J. Fak. Kegur. Dan Ilmu Pendidik. Unipa Surabaya, vol. 19, no. 2, pp. 205–213, Nov. 2023, doi: 10.36456/bp.vol19.no2.a7457. DOI: https://doi.org/10.36456/bp.vol19.no2.a7457

D. Hermansyah and A. Aqodiah, “Evaluasi keaktifan mahasiswa dalam diskusi proses perkuliahan berbantuan ChatGPT,” Ulul Albab Maj. Univ. Muhammadiyah Mataram, vol. 27, no. 2, pp. 1–9, May 2024, doi: 10.31764/jua.v27i2.23286. [Eng. Trans.: Evaluation of Student Participation in Discussions During ChatGPT-Assisted Lectures] DOI: https://doi.org/10.31764/jua.v27i2.23286

A. D. Prasetyo and M. Abduh, “Peningkatan keaktifan belajar siswa melalui model Discovery Learning di sekolah dasar,” J. Basicedu, vol. 5, no. 4, pp. 1717–1724, 2021, doi: 10.31004/basicedu.v5i4.991. [Eng. Trans.: Increasing Student Learning Activity through the Discovery Learning Model in Elementary Schools] DOI: https://doi.org/10.31004/basicedu.v5i4.991

I. G. I. Sudipa, P. A. Cakranegara, M. W. A. Ningtyas, E. Efendi, and A. J. Wahidin, “Penilaian aspek keaktifan belajar mahasiswa menggunakan metode ORESTE,” REMIK Ris. Dan E-J. Manaj. Inform. Komput., vol. 6, no. 3, pp. 436–447, Aug. 2022, doi: 10.33395/remik.v6i3.11628. [Eng. Trans.: Assessment of Student Learning Activity Using the ORESTE Method] DOI: https://doi.org/10.33395/remik.v6i3.11628

A. Alawiyah, J. Sukron, and M. A. Firdaus, “Penerapan model pembelajaran kooperatif Times Games Tournament untuk meningkatkan keaktifan belajar siswa pada pembelajaran pendidikan agama Islam,” Fitrah J. Islam. Educ., vol. 4, no. 1, pp. 69–82, Jun. 2023, doi: 10.53802/fitrah.v4i1.188. [Eng. Trans.: Survey Design: Cross-sectional in Qualitative Research] DOI: https://doi.org/10.53802/fitrah.v4i1.188

M. Abduh, T. Alawiyah, G. Apriansyah, R. A. Sirodj, and M. W. Afgani, “Survey design: Cross sectional dalam penelitian kualitatif,” J. Pendidik. Sains Dan Komput., vol. 3, no. 01, pp. 31–39, Dec. 2022, doi: 10.47709/jpsk.v3i01.1955. DOI: https://doi.org/10.47709/jpsk.v3i01.1955

J. B. Stover, G. de la Iglesia, A. R. Boubeta, and M. F. Liporace, “Academic motivation scale: Adaptation and psychometric analyses for high school and college students,” Psychol. Res. Behav. Manag., vol. 5, pp. 71–83, Jul. 2012, doi: 10.2147/PRBM.S33188. DOI: https://doi.org/10.2147/PRBM.S33188

X. Pan, “Online learning environments, learners’ empowerment, and learning behavioral engagement: The mediating role of learning motivation,” Sage Open, vol. 13, no. 4, e21582440231205098, Oct. 2023, doi: 10.1177/21582440231205098. DOI: https://doi.org/10.1177/21582440231205098

N. Muhammad, A. Siddique, S. Jabeen, and M. S. AKhtar, “Academic motivation and engagement: A correlational study of students’ perspective at secondary school level,” J. Soc. Sci. Rev., vol. 3, no. 2, pp. 852–863, Jun. 2023, doi: 10.54183/jssr.v3i2.315. DOI: https://doi.org/10.54183/jssr.v3i2.315

N. Fakhri, N. Syarifuddin, E. M. P. Dewi, and S. Buchori, “Learning motivation and student engagement among senior high school students,” JURKAM J. Konseling Andi Matappa, pp. 73–81, Aug. 2023, doi: 10.31100/jurkam.v7i2.2851. DOI: https://doi.org/10.31100/jurkam.v7i2.2851

Z. Dörnyei, “Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications,” Lang. Learn., vol. 53, no. S1, pp. 3–32, May 2003, doi: 10.1111/1467-9922.53222. DOI: https://doi.org/10.1111/1467-9922.53222

A. I. Susilo, S. M. P. Lestari, and E. Marhayuni, “Hubungan motivasi belajar dengan efikasi diri pada mahasiswa Fakultas Kedokteran Universitas Malahayati,” vol. 7, 2023. [Eng. Trans.: The Relationship Between Learning Motivation and Self-Efficacy Among Students at the Faculty of Medicine, Malahayati University]

J. Ferrer, A. Ringer, K. Saville, M. A Parris, and K. Kashi, “Students’ motivation and engagement in higher education: The importance of attitude to online learning,” High. Educ., vol. 83, no. 2, pp. 317–338, Feb. 2022, doi: 10.1007/s10734-020-00657-5. DOI: https://doi.org/10.1007/s10734-020-00657-5

L. Ruijuan, S. Srikhoa, and N. Jantharajit, “Blending of collaborative and active learning instructional methods to improve academic performance and self-motivation of vocational students,” Asian J. Educ. Train., vol. 9, no. 4, pp. 130–135, Dec. 2023, doi: 10.20448/edu.v9i4.5211. DOI: https://doi.org/10.20448/edu.v9i4.5211

N. E. Dewi, S. Sunarti, and I. Ibrahim, “The correlation between students' motivation and engagement in learning activity using ChatGPT,” Sosioedukasi: J. Ilm. Ilm. Pendidik. Sos., vol. 14, no. 1, pp. 459-473, 2025, doi: 10.36526/sosioedukasi.v14i1.5413. DOI: https://doi.org/10.36526/sosioedukasi.v14i1.5413

M. De Bruijn-Smolders and F. R. Prinsen, “Effective student engagement with blended learning: A systematic review,” Heliyon, vol. 10, no. 23, e39439, Dec. 2024, doi: 10.1016/j.heliyon.2024.e39439. DOI: https://doi.org/10.1016/j.heliyon.2024.e39439