Analysis Of The Role Of Teachers As Motivators In Improving Elementary School Students' Learning Motivation: A Phenomenological Study In Grade IV Of SDN 1 Teniga

Abstract

This study aims to deeply analyze the teacher's strategy as a motivator, explore the impact of the teacher's role on student learning motivation, and identify supporting and inhibiting factors in increasing student learning motivation, specifically in grade IV of SDN 1 Teniga in the 2025/2026 academic year. This research design uses a qualitative approach with a phenomenological type of research, aiming to explore phenomena directly from the subject's perspective. Research subjects were selected using purposive sampling techniques, consisting of the principal, grade IV teachers, and several grade IV students of SDN 1 Teniga. Data collection was conducted comprehensively through participant observation techniques, semi-structured in-depth interviews, and documentation studies. The data analysis process refers to the interactive model, which includes data condensation, data display, and conclusion drawing. Data validity was tested through source, technique, and time triangulation, as well as member checking. The results showed that: (1) The teacher's strategy as a motivator is implemented through creating a pleasant learning atmosphere using educational games and technology, providing rewards such as verbal praise and certificates, and providing intensive motivation and advice. (2) The impact of optimizing the teacher's role as a motivator can be seen in a significant increase in enthusiasm and interest in learning, the growth of students' self-confidence in expressing opinions, and a strong drive towards achieving academic achievements. (3) Factors supporting this success include affective support from teachers, a clean and conducive learning environment, and the use of varied and interactive learning methods. On the other hand, inhibiting factors still encountered include fluctuations in students' internal learning interests, as well as a lack of optimal support from the family environment and limited supporting facilities at home. Overall, the active role of the teacher as a motivator makes an essential contribution in determining the quality and sustainability of student learning motivation in elementary schools.