Technology-Based Mathematics Learning Management and Its Role in Enhancing Elementary Students’ Learning Motivation: A Descriptive Study
DOI:
https://doi.org/10.15575/jis.v6i3.56134Kata Kunci:
educational technology, elementary school, insturctional management, learning motivation, mathematicsAbstrak
This study aims to describe and analyze technology-based mathematics learning management and its contribution to enhancing students' motivation to learn at SDN Palasari and SDN Cibalagung. Employing a qualitative descriptive approach with a comparative case study design, the research involved teachers, principals, and students in grades IV–VI through interviews, observations, and document analysis. The results indicate that all stages of learning management—based on the POAC framework—functioned relatively effectively. Planning involved aligning objectives, content, and digital media (e.g., GeoGebra, video tutorials, interactive quizzes), resulting in structured learning activities focused on conceptual understanding and student motivation. Organizing was demonstrated through adaptive strategies tailored to school conditions, including role allocation, device rotation, BYOD (Bring Your Own Device) utilization, and offline access to materials. Implementation via flipped classroom and blended learning models successfully increased student participation, engagement, and learning autonomy. Evaluation utilized digital features for formative assessment, learning analytics, and rapid feedback, serving as a basis for reflection and instructional improvement. Follow-up actions included adaptive remediation, enrichment, and teacher-student reflection, which were shown to strengthen students' self-efficacy and intrinsic motivation. Despite challenges regarding infrastructure readiness, varying levels of digital literacy, and teacher workload, the integration of technology provided an engaging, interactive learning experience that fostered student independence. This study contributes to the development of a technology-based learning management model that is adaptive, contextual, and aligned with the “Kurikulum Merdeka” (Independent Curriculum), while also recommending enhancements to teachers' digital competence, infrastructure strengthening, and institutional support to ensure the sustainability of these practices.
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