Penerapan Metode Kolaborasi Team Teaching dalam Peningkatan Motivasi Belajar Matematika Siswa Kelas X MA Yadi Bonto Cina Maros
DOI:
https://doi.org/10.30587/didaktika.v32i1.10766Keywords:
Team Teaching, Learning Motivation, MathematicsAbstract
This study used Classroom Action Research (CAR) involving 20 tenth-grade students. The research was conducted in two cycles, each consisting of four meetings. Data were collected through observations and questionnaires, then analyzed using data reduction, data display, and conclusion drawing. The findings showed that implementing team teaching to enhance students’ motivation in learning mathematics involved three stages: planning, implementation, and reflection. Observation results indicated a consistent increase in students’ learning activities from Cycle I, although the success indicator of ≥75% had not yet been achieved. The target was finally met in Cycle II at the seventh meeting. Questionnaire results also improved. In Cycle I, students’ learning motivation was generally categorized as “Good,” and this increased to “Very Good” in Cycle II. Based on observation and questionnaire data, the researchers concluded that collaborative team teaching effectively increased students’ motivation to learn mathematics in Class X MA Yadi Bonto China Maros. Therefore, team teaching supported by structured instruction and teacher monitoring can be an alternative strategy to create active, effective, and enjoyable mathematics learning that improves student motivation.
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