AUGMENTING ELEMENTARY SCHOOL STUDENT LEARNING MOTIVATION AND OUTPUT THROUGH THE GUIDED LEARNING MODEL

Abstract

This research gives an analysis to (1) elevate elementary school student learning motivation using the guided inquiry learning model and (2) enhance elementary school student learning output using the guided inquiry learning model. It used primary data collected through questionnaires, tests, and observation sheets filled by teachers. The data analysis technique was descriptive with a classroom action research (PTK) model. The results demonstrate that (2) the guided inquiry learning model allowed teachers to escalate elementary school student learning motivation, as attested to by a preliminary observation score of 54.92%, which was in the low motivation criteria, then rising by 67.25%, which was in the high motivation criteria, in Cycle 1 and by 85.50%, which was in the very high motivation criteria, in Cycle 2, and (2) the guided inquiry learning model enabled teachers to improve elementary school student learning output, as proven by the preliminary observation score exhibiting that 37.50% of students had passed the Minimum Completeness Criteria (KKM). The score rose by 83.33% in Cycle 1 and 100% in Cycle 2.