Enhancing Student Learning Motivation in Social Studies Through the Articulation Model

Abstract

This classroom action research was conducted to address the low learning motivation among Grade VIII-A students at SMP Angkasa Singosari, particularly in social studies (IPS). Preliminary observations revealed that the lack of instructional variety, inappropriate teaching models, and inadequate learning facilities contributed to students’ disengagement. To improve motivation, the Articulation Learning Model was implemented over two cycles. In the first cycle, student motivation remained low, with only 15.79% categorized as motivated. However, after refining the instructional approach in the second cycle, the proportion of motivated students increased significantly to 89.47%. The articulation model, which emphasizes peer-to-peer explanation and collaborative learning, fostered greater student engagement, confidence, and participation. Students became more attentive, actively presented group discussions, and demonstrated improved understanding of the material. These findings suggest that the articulation model is effective in enhancing student motivation in social studies. It is recommended that educators adopt this model to create a more interactive and student-centered learning environment.