DESKRIPSI MOTIVASI BELAJAR PADA PEMBELAJARAN BAHASA INDONESIA KELAS 4 SDN 26 SUNGAI RAYA
Abstract
Students’ motivation to learn Indonesian still shows differences in terms of attention, engagement, self-confidence, and satisfaction during the learning process. This study aims to analyze the learning motivation of fourth-grade students at SDN 26 Sungai Raya based on the ARCS model, which includes Attention, Relevance, Confidence, and Satisfaction. This study employed a descriptive approach, with data collected through observation and questionnaires. The study sample consisted of 20 fourth-grade students. The data were analyzed descriptively to determine the overall level of student learning motivation and motivation based on each ARCS component. The results showed that learning motivation, as measured by observation, had an average score of 3.04, falling into the “high” category, while the questionnaire results yielded an average score of 3.00, also in the “high” category. Based on observations, “Satisfaction” received the highest average score of 3.36, while “Relevance” received the lowest average score of 2.76. The questionnaire results showed a similar pattern, with “Satisfaction” being the aspect with the highest achievement and “Relevance” being relatively lower. Overall, students’ learning motivation falls into the “high” category; however, the connection between the material and students’ daily experiences still needs to be strengthened.
Keywords: learning motivation, Indonesian language, ARCS, elementary school students
References
Aisah, P. L., Susanto, R. U., Kasiyun, S., & Mariati, P. (2025). Keefektifan Penggunaan Media Smart Box Terhadap Tingkat Motivasi Belajar Siswa Kelas II pada Pembelajaran Bahasa Indonesia SDN Petapan 1 Bangkalan. Empoowerment Journal, 5(2), 82–89.
Da, F. (2018). Perkuliahan Bermodel Attention, Relevance, Confidence, And Satisfaction (Arcs) Menumbuhkan Motivasi Belajar Calon Guru SD. ELSE (Elementary School Education Journal), 2(2), 1–11.
Herdiansyah, Basri, S., & Rasnawati, A. (2025). Efektivitas Tournament Games Team dengan Metode Interaktif Dalam Meningkatkan Motivasi Belajar Siswa Kelas Vi Pada Mata Pelajaran Bahasa Indonesia di UPT SPF SD Negeri Labuang Baji 1. Global Journal of Edu Center, 2(5), 440–445.
K, W., Afadil, & Nurjannah. (2026). Analisis motivasi belajar biologi menggunakan model arcs: evaluasi aspek kepuasan belajar (satisfaction) siswa. Bioed: Jurnal Pendidikan Biologi, 14(01), 31–37.
Mandagi, M. (2022). Pengembangan Strategi Motivasional Pada Mata Pelajaran PKN dalam Meningkatkan Prestasi Dan Motivasi Belajar Siswa SMP. Jurnal Inovasi Dan Teknologi Pembelajaran, 6, 105–121.
Mei, Q., Chan, N. N., Gill, R. S., Subramaniam, N., Motevalli, S., & Ang, C. (2025). Impact of attention, relevance, confidence, satisfaction ( ARCS ) model on teaching effectiveness in higher education : a systematic review. Discover Education, 4, 1–29.
Najama, N., Setyosari, P., & Munzil. (2020). Penerapan Strategi Pembelajaran Motivasional Attention Relevance Confidence Satisfication (ARCS) untuk Meningkatkan Penerapan Strategi Pembelajaran Motivasional Attention Relevance Confidence Satisfication ( ARCS ) untuk Meningkatkan Motivasi dan Hasil Be. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(10), 1428–1434.
Nissa, I. C., Febrilia, B. R. A., & Astutik, F. (2021). Perspektif Siswa Terhadap E-Learning Berdasarkan Model Motivasi ARCS. Media Pendidikan Matematika, 9(1), 19–33.
Nurazizah, S. A., & Darmayanti, M. (2023). Keterampilan Menulis Siswa Sekolah Dasar: Systematic Literature Review Dan Bibliometric Analysis. Jurnal Aksara, 36(2024), 337–359.
Puspita, Z., & Nurmasitah, S. (2025). Exploring Student Motivation in Learning Creative Products and Entrepreneurship at a Vocational High School in Indonesia. Jurnal Penelitian Pendidikan, 42(2), 344–348.
Sahir, S. H. (2021). Metodologi Penelitian. Penerbit KBM Indonesia.
Sari, N., Sunarno, W., & Sarwanto. (2017). Senior High School Learning Motivation on Physics Subject. Jurnal Pendidikan Dan Pembelajaran, 24(1), 1–6.
Sayekti, O. M. (2020). Peningkatan Motivasi Membaca Permulaan Melalui Metode Scramble Kalimat pada Siswa Kelas 2 SDN Pandeyan Yogyakarta. Jurnal Foundasia, 11(2), 82–89.
Septianti, R. P., Pelani, R. R., Pakosmawati, R., & Irvani, A. I. (2023). Analisis Attention Relevance Confidence Satisfaction (Arcs) Fisika Siswa SMA. Jurnal Inovasi Pembelajaran Fisika, 11(1), 41–52.
Setyowati, D., Qadar, R., & Efwinda, S. (2022). Analisis Motivasi Siswa Berdasarkan Model ARCS (Attention , Relevance , Confidence , and Satisfaction ) dalam Pembelajaran Fisika Berbasis E-Learning di SMA Se-Samarinda. Jurnal Literasi Pendidikan Fisika, 3(2), 116–129.
Sugiyono. (2017). penelitian pendidikan pendekatan kuantitatif,kualitatif, dan R&D (Alfabeta (ed.)).
Suharli, A. J., & Isnania. (2026). Motivasi Belajar Siswa Terhadap Kegiatan Praktikum Berdasarkan Model ARCS (Attention , Relevance , Confidence , and Satisfaction). Bahana Pendidikan : Jurnal Pendidikan Sains, 8(1), 1–7.
Wulandari, P., Ansyah, E., & Bayan, Z. (2025). Pengaruh Model Pembelajaran Arcs (Attention, Relevance, Confidence, Satisfaction) Terhadap Keterampilan Membaca Kritis Siswa Pelajaran Bahasa Indonesia Kelas V SD Negeri 50 Kota Bengkulu. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 11(3), 212–222.
Yaqin, A. A., Udin, T., & Mudiyanto, H. (2023). Pengaruh Pendidikan Kepramukaan Dalam Menumbuhkan Attention, Relevence, Confidence, Satisfaction (ARCS) Siswa Kelas IV MIN Kota Cirebon. Indonesian Journal Of Elementary Education, 4(1), 69–81.
Yusrin, V. I., & Hidayati, S. N. (2022). Motivasi Belajar Siswa Smp Selama Pembelajaran Tatap Muka Terbatas. Pensa E-Jurnal: Pendidikan Sains, 10(2), 266–272.
