<![CDATA[This research aims to describe the implementation of ice breaking, describe the role of ice breaking, and analyze changes in students' interest in learning geography in class X at SMA Nusaputera. This study uses a descriptive qualitative approach. Data collection techniques include observation, interviews, and documentation. Subject in the study consist of 1 geography teachers and 32 tenth-grade students at SMA Nusaputera, who were selected thru purposive sampling. Data analysis was conducted thru (1) Data reduction, (2) Data presentation, (3) Conclusion drawing. The results of this study are (1) the implementation of ice-breaking activities at the beginning, in between, and at the end of the learning session can create a more conducive, enjoyable, and engaging classroom atmosphere. (2) Ice breaking activities play an important role in enhancing students' readiness to learn, concentration, and active participation during the learning process. (3) There are positive changes in students' interest in learning, reflected in the affective aspect (enthusiasm and enjoyment), cognitive aspect (increased attention and focus), and conative aspect (active participation, such as asking questions, responding, and participating in discussions). Therefore, ice breaking can be considered an effective learning support strategy to enhance students' interest in geography, especially at the high school level. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan implementasi ice breaking, mendeskripsikan peran ice breaking, dan menganalisis perubahan minat belajar siswa pada mata pelajaran geografi kelas X di SMA Nusaputera. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Subjek dalam penelitian terdiri dari 1 Guru geografi dan 32 siswa kelas X di SMA Nusaputera. Analisis data dilakukan melalui (1) Reduksi data, (2) Penyajian data, (3) Penarikan kesimpulan. Hasil penelitian ini adalah (1) pelaksanaan kegiatan ice breaking di awal, di sela-sela, dan di akhir sesi pembelajaran mampu menciptakan suasana kelas yang lebih kondusif, menyenangkan, dan menarik. (2) kegiatan ice breaking berperan penting dalam meningkatkan kesiapan belajar, konsentrasi, dan partisipasi aktif siswa selama proses pembelajaran. (3) terdapat perubahan positif dalam minat belajar siswa, yang tercermin dalam aspek afektif (antusiasme dan kesenangan), aspek kognitif (peningkatan perhatian dan fokus), dan aspek konatif (partisipasi aktif, seperti bertanya, merespons, dan berpartisipasi dalam diskusi). Oleh karena itu, ice breaking dapat dipertimbangkan sebagai strategi pendukung pembelajaran yang efektif untuk meningkatkan minat belajar siswa dalam mata pelajaran geografi, terutama pada tingkat sekolah menengah atas. ]]>
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