Meningkatkan motivasi belajar siswa kelas 4 sd melalui kombinasi metode ceramah, diskusi, dan permainan edukatif

Abstract

This study aims to provide an in-depth description of the implementation of the Kurikulum Merdeka (Independent Curriculum) in 4th-grade elementary education, focusing on teaching methods, classroom management strategies, and parental involvement. The research employed a qualitative descriptive approach, using data collection techniques such as classroom observation, interviews, and documentation at SDN 3 Tunggul Wulung. The findings indicate that in practice, the Kurikulum Merdeka is still delivered using a predominantly traditional learning model, marked by the dominance of lecture and discussion methods. Although these methods are considered effective by teachers for delivering material uniformly, the lack of variation—such as educational games—impacts the active participation of students, particularly those who tend to be passive.

Additionally, teachers apply inclusive classroom management strategies, such as heterogeneous group arrangements and weekly seat rotation, to foster equal social interaction among students. Personalized approaches for students facing learning difficulties, along with collaboration with parents, also play a key role in supporting