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All Journal Jurnal Pendidikan dan Kewirausahaan Global Education Journal
Utami, Nur Widyasti
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Education Social Sciences Other

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The Role of Teachers in Enhancing Students’ Learning Motivation Through Group Discussion–Based Mathematics Learning in Grade 5 At SDN 2 Cilandak Soro, Suharyanto; Rahman, Nana Herdiana Abdul; Utami, Nur Widyasti; Utami, Widia
Global Education Journal Vol. 4 No. 1 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1292

Abstract

This research is motivated by the low motivation of students to learn mathematics subjects at the elementary school level. Learning motivation is one of the important factors affecting the quality of mathematics learning. However, in practice, mathematics learning is still often perceived as a difficult and uninteresting subject by students, thus having an impact on low learning motivation. This study aims to describe the existence of teachers in increasing student learning motivation through mathematics learning based on group discussion activities. This study uses a case approach with data collection methods carried out through observation, interviews, and documentation. The respondents of the study are grade V teachers and grade V students of SDN 2 Cilandak. The results of the study show that (1) The existence of teachers is reflected through the role of teachers as planners, implementers, facilitators, motivators, and evaluators in mathematics learning based on group discussions; (2) Group discussion activities can create a more active, collaborative, and fun learning atmosphere, thereby encouraging optimal student involvement. The conclusion of this study is that mathematics learning based on group discussion activities can be an alternative effective learning strategy to increase student learning motivation with optimal teacher existence support.
FT FILSAFAT PENDIDIKAN SEBAGAI DASAR PEMBELAJARAN BERMAKNA DALAM KURIKULUM TEMATIK SD Utami, Nur Widyasti; Utami, Widia; Widyaningsih, Wiwi; Yoseptry, Ricky; Qohar, Hendri Abdul
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 2 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i2.2127

Abstract

This study aims to analyze the application of educational philosophy as the foundation of meaningful learning within the Thematic Curriculum in elementary schools. Educational philosophy—particularly progressivism, constructivism, and humanism—serves as an essential basis for designing holistic, contextual, and student-centered learning. However, the implementation of thematic learning in schools often reveals a gap between the philosophical foundations of the curriculum and classroom learning practices. This research employs a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with teachers, and document analysis of lesson plans (RPP) and learning implementation. The findings indicate that teachers’ understanding of the philosophical foundations of the curriculum varies and tends to be technical in nature. Nevertheless, several philosophical values—such as learning by doing, contextual learning, and respect for students’ individuality—have emerged in practice, although not yet implemented consistently. The contribution of educational philosophy is reflected in the increased relevance of learning materials to real-life contexts, the development of learner autonomy, and the creation of more meaningful learning processes. This study emphasizes the importance of strengthening teachers’ philosophical understanding as a key factor in the successful implementation of the Thematic Curriculum and as an effort to build learning that liberates students intellectually, socially, and emotionally.
Co-Authors Hendri Abdul Qohar Rahman, Nana Herdiana Abdul Suharyanto H. Soro Utami, Widia Widyaningsih, Wiwi Yoseptry, Ricky