Analisa Faktor-Faktor yang Mempengaruhi Motivasi Belajar Piano dalam Menguasai Level Primary (Studi Kasus Mix-Method)

Abstract

Learning motivation plays a crucial role in students’ success in mastering a musical instrument, particularly the piano. This study aims to analyze the factors influencing students’ learning motivation in achieving success at the primary level within the Trinity College London curriculum. A mixed-method approach was employed, combining a qualitative case study strategy with a quantitative survey. Technically, qualitative data were collected through participant observation, in-depth interviews, and document analysis involving two case study students, while quantitative data were gathered via a Likert-scale questionnaire distributed to 44 respondents. Data analysis was conducted using thematic analysis for the qualitative data and correlation tests along with simple linear regression for the quantitative data, in order to identify the dominant factors influencing learning motivation. The findings indicate that students’ learning motivation is influenced by several key factors, including family support, teaching quality, competition experience, and the level of material difficulty at the primary stage. Moreover, the transition from the initial to the primary level often presents a significant challenge for students, marked by fluctuations in motivation due to increased technical and interpretative complexity in piano performance. The study also reveals that emotionally responsive teaching strategies and personalized repertoire selection significantly enhance students’ motivation. These findings have implications for the development of more effective piano teaching methods and provide recommendations for music educators in guiding students through this critical learning phase. By understanding the factors that influence learning motivation, piano instruction can be shaped into a more enjoyable and sustainable experience for students.