Perbedaan Manajemen Pengelolaan Kelas Terhadap Motivasi Belajar Anak Kelompok B DI TK Arni Jember

Abstract

This study is motivated by the low level of learning motivation among Group B children at Arni Kindergarten, Jember, which is associated with classroom management that is not yet optimal. During learning activities, some children have difficulty concentrating, become bored, talk with peers, disturb classmates, and are reluctant to complete tasks. In addition, the classroom arrangement is less effective, including the absence of tables and chairs, less optimal seating arrangements, and limited variation in classroom organization, resulting in a monotonous learning environment. This study aims to determine the differences in learning motivation based on classroom management among Group B children at Arni Kindergarten, Jember. This research employed a quantitative comparative method involving 33 children from Groups B1 and B3. Data were collected through observation and documentation and analyzed using the Mann-Whitney U test. The results showed a significance value of 0.000 (p < 0.05), indicating a significant difference in learning motivation between Groups B1 and B3. Therefore, effective classroom management is important in creating an engaging learning environment that can increase children's participation, concentration, enthusiasm, and learning motivation.