Efektifitas Strategi Pembelajaran Scaffolding terhadap Peningkatan Motivasi Belajar pada Pelajaran Matematika Siswa Sekolah Dasar

Abstract

This study aims to examine the effectiveness of the scaffolding learning strategy in increasing students’ motivation to learn mathematics in elementary school. The research used a pre-experimental method with a within-subject pre-test–post-test design, in which measurements were taken four times over a two-week period. The pre-test was administered on the first day, and the post-test was conducted on the last day. The participants were 28 fifth-grade students from SDS Al-Musabbihin Medan, selected through convenience sampling. The scaffolding learning strategy was implemented over four sessions, each lasting 70 minutes, conducted twice a week for two weeks. The instrument used to measure learning motivation was the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al. (2014), adapted by Ardiansyah (2019), and further modified by the researcher. Data were analyzed using the non-parametric Wilcoxon Signed-Rank Test, yielding a p-value of 0.001 (p < 0.05). The results indicated a significant difference in learning motivation before and after the intervention. Therefore, it can be concluded that the scaffolding strategy had a significant effect on improving elementary students’ learning motivation. The effect size analysis using Cohen’s d showed a value of d = 0.43 (d < 0.50), indicating a small to medium effect.