PENGARUH PENERAPAN METODE PEMBELAJARAN KONVENSIONAL TERHADAP MOTIVASI BELAJAR SISWA KELAS VIII MTS AL MAARIF 01 SINGOSARI

Abstract

Education ideally encompasses the comprehensive development of students' entire potential, including learning motivation. Learning motivation includes both intrinsic and extrinsic psychological drives that serve as the main engine for students' academic activities. The implementation of conventional learning methods represents an essential task in madrasahs, as structured learning plays a strategic role in helping students concentrate their attention. This study aims to determine: (1) the effect of conventional learning method implementation on the learning motivation of 8th-grade students at MTs Al Maarif 01 Singosari, (2) the descriptive overview of how conventional methods are implemented, and (3) the magnitude of the method's influence on students' learning motivation. This study employed a quantitative approach with a descriptive-correlational survey method. The sampling technique used was simple random sampling, selecting 91 students from a total population of 280 8thgrade students at MTs Al Maarif 01 Singosari. Data were gathered through non-participant observation and paper-based Likert-scale (1-4) questionnaires to eliminate neutral-answer bias. Descriptive statistical analysis showed that the empirical mean score for conventional learning methods (Variable X) was 27.63 (highly structured category) and the mean score for learning motivation (Variable Y) was 30.13 (highly positive category). Hypothesis testing via simple linear regression using IBM SPSS version 26.00 yielded a significance value of 0.000 < 0.05 and a t count value (4.517) > t table (1.987), meaning that H0 was rejected and Ha was accepted. The Fcount value was 20.549 with a coefficient of determination (R² ) of 0.186. This indicates that the implementation of conventional learning methods contributes an 18.6% influence on student learning motivation, while the remaining 81.4% is influenced by other external and internal factors outside the scope of this study.