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All Journal Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Curricula: Journal of Curriculum Development
Dyna Hardyanti Sutrisno
Universitas Pendidikan Indonesia
Education

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PERSEPSI SISWA TERHADAP PENERAPAN SISTEM REWARD DALAM PEMBELAJARAN SEBAGAI UPAYA MENINGKATKAN MOTIVASI BELAJAR Dyna Hardyanti Sutrisno; Nur Ristiya Taslyma; Tauritsul Ajyali; Adelya Shalsa Putri; Jani Nur Rohani; Arie Rakhmat Riyadi; Neni Maulidah
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 2 (2026): Vol. 6 No. 2 Edisi Mei 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i2.4702

Abstract

Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penerapan sistem reward dalam pembelajaran, mendeskripsikan tingkat motivasi belajar siswa, serta menganalisis pengaruh persepsi tersebut terhadap motivasi belajar di sekolah dasar. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan metode survei melalui kuesioner kepada 26 siswa kelas IV SDPN Setiabudi. Hasil penelitian menunjukkan bahwa persepsi siswa terhadap sistem reward berada pada kategori tinggi hingga sangat tinggi, dengan 96% responden menilai penerapan reward efektif dalam meningkatkan motivasi belajar. Sistem reward dinilai mampu menumbuhkan rasa dihargai, mendorong partisipasi aktif, serta memperkuat motivasi intrinsik siswa. Dengan demikian, dapat disimpulkan bahwa sistem reward berperan penting dalam meningkatkan motivasi belajar siswa. Penelitian ini merekomendasikan agar guru mengintegrasikan strategi reward secara sistematis dalam pembelajaran dan sekolah mengembangkan program berbasis reward yang terstruktur untuk meningkatkan motivasi belajar siswa.
Analisis sikap murid terhadap penghormatan atas perbedaan dalam Pendidikan Kewarganegaraan Sendi Fauzi Giwangsa; Zulhijjah Febriani Sitepu; Shindy Khalia; Dyna Hardyanti Sutrisno; Keisha Aulia Fadhalah
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.764

Abstract

Respect for differences is an essential character value that supports inclusive social interactions among elementary school students. However, limited evidence is available regarding how this value is developed through Civic Education learning in elementary schools. This study aims to analyze students' attitudes toward respecting differences in Civic Education learning at SD 2 Mekarmukti and identify the supporting and hindering factors in its development. This study employed a qualitative descriptive approach and collected data through observation, interviews, and documentation involving fourth-grade students and their classroom teacher. Data were analyzed using Miles and Huberman's interactive model, while triangulation ensured the trustworthiness of the findings. The findings show that students demonstrated positive attitudes toward respecting differences by accepting diversity, respecting peers from different backgrounds, and resolving conflicts through discussion and compromise. Teachers promoted tolerance through contextual learning, a democratic classroom approach, and role-playing activities, although limited instructional time and peer influence remained challenges. The findings highlight the importance of teachers' pedagogical competence, awareness of students' social context, and collaboration with families in strengthening tolerance education. 
Co-Authors Adelya Shalsa Putri Arie Rakhmat Riyadi Jani Nur Rohani Keisha Aulia Fadhalah Neni Maulidah Nur Ristiya Taslyma Sendi Fauzi Giwangsa Shindy Khalia Tauritsul Ajyali Zulhijjah Febriani Sitepu