The Role of Ice Breaking in Increasing Student Learning Motivation in Thematic Learning at MI Nurul Arsyad

Annisa Salsabilla Rohadatul  'Aisy; Umar Najih Zein; Moh. Zulkifli  Paputungan

doi:10.58194/alkilmah.v4i1.2317

Authors

Annisa Salsabilla Rohadatul 'Aisy IAIN Metro
Umar Najih Zein IAIN Metro
Moh. Zulkifli Paputungan IAIN Gorontalo

DOI:

https://doi.org/10.58194/alkilmah.v4i1.2317

Keywords:

Ice Breaking, Learning Motivation, Thematic Learning

Abstract

Thematic learning in class VI MI Nurul Arsyad incorporates ice breaking activities to foster an engaging and interactive learning environment. This study explores the implementation of ice breaking and its impact on student motivation. Using qualitative methods, data were collected through interviews, observations, and documentation from early to late October 2024. Data were analyzed using Miles and Huberman’s model, including data reduction, presentation, and conclusion drawing. Triangulation techniques ensured data validity. The findings indicate that ice breaking effectively creates a positive classroom atmosphere by enhancing student attention, engagement, and reducing tension. It also boosts student confidence and participation. As a result, students show improved motivation and academic performance. The study recommends that teachers regularly incorporate ice breaking techniques to promote a productive learning environment.

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