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All Journal Jurnal Teknologi Pendidikan International Journal of Science and Applied Science: Conference Series Scholaria: Jurnal Pendidikan dan Kebudayaan JURNAL PENDIDIKAN DASAR PERKHASA Pendas : Jurnah Ilmiah Pendidikan Dasar Sebatik International Journal of Community Service Learning Evangelikal: Jurnal Teologi Injili dan Pembinaan Warga Jemaat Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara FIRM: Journal of Management Studies Bada'a: Jurnal Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Syntax Imperatif : Jurnal Ilmu Sosial dan Pendidikan Jurnal Pendidikan Dasar Perkhasa International Journal of Social Science Journal of Educational Learning and Innovation (ELIa) Proceeding National Conference Business, Management, and Accounting (NCBMA) Journal of Scientific Research, Education, and Technology Seminar Ilmiah Nasional Teknologi, Sains, dan Sosial Humaniora (SINTESA) Jurnal Pendidikan Progresif Jurnal Manajemen Maranatha
Donald Samuel Slamet Santosa, Donald Samuel Slamet
Universitas Presiden
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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THE RELATIONSHIP BETWEEN READING INTEREST AND MOTIVATION TO LEARN IN IMPROVING ACADEMIC ACHIEVEMENT Donald Samuel Slamet Santosa; Ramadhan Panji Baskoro
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16783

Abstract

This study aims to examine the relationship between reading interest and Motivation to Learn on the Academic Achievement of third-grade students at SDN Jatibaru 02, Cikarang. A quantitative method with a descriptive associative approach was employed. The population and sample comprised all 47 third-grade students. Data were collected using a Likert-scale questionnaire to measure reading interest and Motivation to Learn, along with academic records to assess Academic Achievement. Instrument validity was tested using Pearson correlation, and reliability was assessed with Cronbach’s alpha. Classical assumption tests included normality, multicollinearity, heteroscedasticity, and autocorrelation. Data analysis was conducted using multiple linear regression. The results reveal that, partially, reading interest does not have a significant effect on Academic Achievement, whereas Motivation to Learn exerts a positive and significant influence. Simultaneously, reading interest and Motivation to Learn together explain approximately 44.5% of the variance in students’ Academic Achievement, with the remaining 55.5% attributed to factors outside the model. These findings underscore the critical role of Motivation to Learn as the primary driver of academic success and highlight the need to enhance literacy programs integrated with motivational strategies to more effectively support improvements in academic performance.
THE IMPLEMENTATION OF INQUIRY-BASED TEACHING THROUGH OPEN ENDED QUESTIONS TO IMPROVE GRADE 4 STUDENTS’ MULTIPLICATION PROBLEM-SOLVING PERFORMANCE Fransisca, Linda; Santosa, Donald Samuel Slamet
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56880

Abstract

This study examined the implementation of inquiry-based teaching through open-ended questions to improve Grade 4 students’ multiplication problem-solving performance at Mentari Intercultural School Jakarta. The study was conducted because many students showed low engagement, limited participation, and difficulty explaining their strategies when solving multiplication problems. A Classroom Action Research design was applied through three stages: pre-cycle, Cycle I, and Cycle II. The participants were 21 Grade 4 students. Data were collected using multiplication problem-solving tests, teacher and student observation sheets, and semi-structured interviews. The results showed progressive improvement in students’ learning outcomes. The class average increased from 62.19 in the pre-cycle to 68.57 in Cycle I and 79.52 in Cycle II. Classical mastery also increased from 19.05% in the pre-cycle to 42.86% in Cycle I and 85.71% in Cycle II. Observation and interview findings indicated that students became more engaged, more confident in explaining reasoning, and more flexible in using strategies such as arrays, equal groups, repeated addition, and decomposition. The findings suggest that inquiry-based teaching supported by open-ended questions can improve multiplication problem-solving performance by promoting active exploration, reasoning, and strategy comparison.
Co-Authors Amtiran, Abdon Arnolus Andi Ina Yustina Ani Pujiastuti Dermawan Waruwu Desi Permata Sari Pohan Fransisca, Linda Hermanto, Lambok Herry Sanoto I Made Sumartana I Wayan Damayana I Wayan Ruspendi Junaedi Ida Yuliana Putri Jony Oktavian Haryanto Kuhon, Richard Lambok Hermanto Sihombing Mahmud, Yogi Saputra Mikhael Christupar Naila Adhana Dewi Nancy Riana Siregar Neilany Edwina Nulampau PAKPAHAN, GERNAIDA KRISNA R. Purnasari, Pebria Dheni Putri, Diyanah Hafizhah Ramadhan Panji Baskoro Rendika Nugraha Retnowati Retnowati Sampaleng, Donna Santoso, Gabriell Batistuta Septiara Giva Asmara Sinta Wijayanti Siti Rahmawati Yuswanda Slameto Slameto Totok Victor Didik Saputro Yosua Damas Sadewo Yustina, Andi Ina