Analisis Minat Belajar IPAS Siswa Sekolah Dasar: Faktor, Indikator, dan Strategi Peningkatannya

Analysis of Elementary School Students' Interest in Learning Natural and Social Sciences (IPAS): Factors, Indicators, and Strategies for Enhancement

Abstract

Penelitian ini bertujuan menganalisis minat belajar siswa sekolah dasar dalam pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS), meliputi indikator minat, faktor yang memengaruhi, strategi pembelajaran, serta implikasinya bagi praktik pembelajaran. Penelitian ini menggunakan jenis penelitian studi literatur dengan menelaah sepuluh sumber pustaka yang relevan. Sumber pustaka berupa artikel jurnal, prosiding, dan publikasi akademik yang membahas minat belajar siswa SD dalam pembelajaran IPAS, IPA, atau pembelajaran terpadu yang berkaitan dengan IPAS. Literatur diperoleh melalui penelusuran pada Google Scholar, Garuda, ERIC, DOAJ, dan portal jurnal pendidikan menggunakan kata kunci yang relevan. Pemilihan sumber dilakukan berdasarkan kriteria inklusi dan eksklusi, terutama kesesuaian topik, jenjang pendidikan, tahun publikasi, ketersediaan teks lengkap, dan kelengkapan informasi penelitian. Teknik analisis data dilakukan secara tematik melalui tahap identifikasi, seleksi, pembacaan mendalam, pencatatan dalam matriks kajian, pengelompokan tema, perbandingan hasil, dan sintesis naratif. Hasil penelitian menunjukkan bahwa indikator minat belajar IPAS meliputi rasa senang, ketertarikan, perhatian, semangat, keinginan mengikuti pembelajaran, dan keterlibatan siswa. Minat belajar dipengaruhi oleh faktor internal, seperti motivasi, kesiapan, kondisi fisik, kondisi psikologis, dan kepercayaan diri, serta faktor eksternal berupa cara guru mengajar, media pembelajaran, suasana kelas, dukungan keluarga, teman sebaya, dan keterkaitan materi dengan kehidupan sehari-hari. Strategi discovery learning, problem based learning, team quiz, media flipbook, permainan digital, dan pembelajaran kontekstual terbukti mendukung peningkatan minat belajar. Kesimpulannya, minat belajar IPAS meningkat melalui pembelajaran yang aktif, menarik, kontekstual, kolaboratif, dan berpusat pada siswa.

This study aims to analyze primary school students’ learning interest in Natural and Social Sciences (IPAS) learning, including indicators of learning interest, influencing factors, learning strategies, and their implications for instructional practice. This research employed a literature review by examining ten relevant sources. The sources consisted of journal articles, conference proceedings, and academic publications discussing primary school students’ learning interest in IPAS, Natural Sciences, Social Sciences, or integrated learning related to IPAS. The literature was obtained through searches of Google Scholar, Garuda, ERIC, DOAJ, and educational journal portals using relevant keywords. The sources were selected based on inclusion and exclusion criteria, particularly topic relevance, educational level, publication year, full-text availability, and completeness of research information. Data were analyzed thematically through the stages of identification, selection, in-depth reading, recording in a review matrix, thematic categorization, comparison of findings, and narrative synthesis. The results show that the indicators of students’ learning interest in IPAS include enjoyment, interest, attention, enthusiasm, willingness to participate in learning, and student engagement. Learning interest is influenced by internal factors, such as motivation, readiness, physical condition, psychological condition, and self-confidence, as well as external factors, including teachers’ instructional practices, learning media, classroom atmosphere, family support, peers, and the relevance of learning materials to everyday life. Strategies such as discovery learning, problem-based learning, team quizzes, flipbook media, digital games, and contextual learning have been shown to support the improvement of students’ learning interest. In conclusion, students’ interest in IPAS increases through active, engaging, contextual, collaborative, and student-centered learning.