Hasni Nur Afni PERAN GURU DALAM PENINGKATAN HASIL BELAJAR BAHASA INDONESIA SISWA KELAS IV SD INPRES 3 TONDO

Abstract

This study aims to describe the role of teachers in improving student motivation and learning outcomes in Indonesian language in fourth-grade students at SD Inpres 3 Tondo. This study used a qualitative approach with descriptive methods, with the researcher acting as the primary instrument. Data were obtained through observation, interviews, and documentation. Observations indicate that despite adequate school infrastructure and human resource quality, the implementation of the Independent Curriculum (Curriculum Merdeka) has not been fully optimized. The learning process is still dominated by a traditional teacher-centered approach and textbooks, resulting in students being passive and less engaged in discussions. The dominance of lecture methods and homework assignments also hinder students' problem-solving abilities and contribute to low learning motivation. In-depth interviews with several students revealed variations in motivation and presentation skills. Highly motivated students, such as DI, demonstrated initiative, proactive preparation, and a good understanding of effective presentation elements, such as the use of visual aids and gestures. In contrast, students like JE exhibited shyness and limited interaction, despite remaining motivated to share knowledge. Overall, this study highlights that the teacher's role as facilitator and motivator has not been fully implemented. Monotonous learning and a lack of variety in teaching methods are major obstacles. Although teachers face challenges such as a lack of supporting textbooks and low student interest, significant improvements in teaching strategies are needed to create a more interactive, engaging, and student-centered learning environment to improve motivation and learning outcomes, in line with the essence of the Independent Curriculum.