<![CDATA[This study aims to improve students' learning motivation through the application of differentiated learning models in Islamic Religious Education subjects for class VII E of SMP Negeri 19 Makassar. The background of this study is the low learning motivation of students indicated by a lack of activeness in learning, low self-confidence, and a lack of enthusiasm in participating in teaching and learning activities. This study uses the Classroom Action Research (CAR) method with the Kemmis and McTaggart model which is implemented in two cycles, where each cycle consists of planning, action implementation, observation, and reflection stages. The research subjects were 30 class VII E students of SMP Negeri 19 Makassar. Data collection techniques used include observation, interviews, documentation, and learning motivation questionnaires. Data were analyzed using quantitative descriptive analysis techniques by calculating the average value and percentage of student learning motivation. The results of the study indicate that the application of differentiated learning models can improve student learning motivation. In the pre-cycle stage, student learning motivation obtained an average percentage of 66% with a good category. After the implementation of the differentiated learning model in cycle I, the percentage of learning motivation increased to 74.16%, categorized as good. Furthermore, in cycle II, there was a more significant increase to 86.03%, categorized as very good. The observation results also showed an increase in student learning activities, such as activeness in asking questions, discussing, working together in groups, and courage in expressing opinions. Thus, it can be concluded that the implementation of the differentiated learning model is effective in increasing student learning motivation in the subject of Islamic Religious Education, class VII E, SMP Negeri 19 Makassar.]]>
Copyrights © 2026
