Motivasi, kreativitas guru, dan fasilitas belajar sebagai prediktor prestasi IPS: Studi korelasional pada siswa sekolah dasar

Abstract

Penelitian ini bertujuan menilai: (1) pengaruh simultan motivasi, kreativitas guru dalam mengajar, dan pemanfaatan fasilitas belajar terhadap prestasi belajar IPS; serta pengaruh parsial masing-masing variabel (2) motivasi, (3) kreativitas guru, dan (4) pemanfaatan fasilitas belajar pada siswa kelas IV se-Gugus Jogonegoro Kecamatan Selomerto. Studi kuantitatif korelasional ini melibatkan populasi 216 siswa; sampel 148 siswa dipilih dengan simple random sampling. Data dikumpulkan melalui angket dan dokumentasi nilai. Uji instrumen meliputi validitas dan reliabilitas; uji prasyarat mencakup normalitas dan multikolinearitas. Pengujian hipotesis dilakukan menggunakan regresi linear berganda dan korelasi parsial. Hasil menunjukkan pengaruh signifikan secara simultan motivasi, kreativitas guru, dan pemanfaatan fasilitas belajar terhadap prestasi IPS. Secara parsial, motivasi berpengaruh positif dan signifikan terhadap prestasi; kreativitas guru dalam mengajar juga menunjukkan pengaruh positif dan signifikan; demikian pula pemanfaatan fasilitas belajar berpengaruh positif dan signifikan. Temuan ini menegaskan pentingnya penguatan motivasi siswa, peningkatan kapasitas kreativitas instruksional guru, dan optimalisasi pemanfaatan fasilitas belajar untuk mendukung capaian akademik IPS. Implikasi praktis mencakup perancangan intervensi berbasis kelas dan sekolah yang menyinergikan ketiga faktor tersebut melalui program motivasi, pengembangan profesional guru, dan manajemen fasilitas.

Motivation, teacher creativity, and learning facilities as predictors of social studies achievement: A correlational study of primary school students

Abstract: This study investigates: (1) the joint effects of motivation, teachers’ instructional creativity, and learning facilities utilization on social studies achievement; and the partial effects of (2) motivation, (3) teacher creativity, and (4) facilities utilization among fourth-grade students in the Jogonegoro school cluster, Selomerto. Employing a quantitative correlational design, the study targeted a population of 216 students; a sample of 148 was selected through simple random sampling. Data were collected using questionnaires and achievement records. Instrument testing comprised validity and reliability analyses; assumption checks included normality and multicollinearity. Hypotheses were tested using multiple linear regression and partial correlations. The results indicate a significant simultaneous effect of motivation, teacher creativity, and learning facilities utilization on social studies achievement. Individually, motivation shows a positive, significant effect; teachers’ instructional creativity exhibits a positive, significant effect; and learning facilities utilization also demonstrates a positive, significant effect. These findings underscore the importance of strengthening student motivation, enhancing teachers’ creative instructional practices, and optimizing the use of learning facilities to improve social studies performance. Practical implications point to classroom- and school-level interventions that integrate these three levers via motivation programs, targeted professional development for teachers, and strategic facilities management.