HUBUNGAN MOTIVASI BELAJAR DENGAN KEMAMPUAN REPRESENTASI DIAGRAM SISWA KELAS V PADA PEMBELAJARAN IPAS SD
DOI:
https://doi.org/10.23969/jp.v11i03.64593Keywords:
Keywords: learning motivation, diagrammatic representation, IPAS learning, elementary schoolAbstract
Diagrammatic representation is an essential competence in elementary Natural and Social Sciences (IPAS) because it enables students to organize, connect, and communicate scientific information visually. This study aimed to describe fifth-grade students’ learning motivation and diagrammatic representation ability and to examine the relationship between the two variables. A quantitative correlational design was employed at SD Negeri 56 Singkawang. Saturated sampling involved all 21 fifth-grade students. Learning motivation was measured using a 22-item Guttman-scale questionnaire covering five indicators, while diagrammatic representation ability was assessed through four performance tasks on food-chain concepts. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, a linearity test, and Pearson’s product-moment correlation. The results showed that learning motivation was low (M = 10.95; 49.78%), and diagrammatic representation ability was also low (M = 9.95; 49.76%). The lowest motivational indicator was internal drive and learning needs (34.29%), whereas the weakest representation indicator was communicating concepts through diagrams (42.86%). Both variables were normally distributed, their relationship was linear, and a positive strong correlation was obtained (r = 0.697; p < 0.001). Thus, students with higher motivation tended to demonstrate better diagrammatic representation. Because the design was correlational and the sample came from one school, the findings indicate association rather than causation and should be generalized cautiously.
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