STRATEGI GURU IPS DALAM MENINGKATKAN MINAT BELAJAR SISWA PADA MATA PELAJARAN IPS

Abstrak

Pendidikan merupakan sarana penting dalam meningkatkan kualitas sumber daya manusia melalui proses pembelajaran yang efektif. Dalam proses pembelajaran, guru memiliki peran penting sebagai fasilitator yang bertugas menciptakan suasana belajar yang menarik agar siswa memiliki minat belajar yang tinggi. Namun, pada mata pelajaran Ilmu Pengetahuan Sosial (IPS), masih ditemukan rendahnya minat belajar siswa karena materi dianggap membosankan dan terlalu banyak hafalan. Kondisi tersebut menyebabkan siswa kurang aktif dan kurang antusias dalam mengikuti pembelajaran. Oleh karena itu, diperlukan strategi guru IPS yang tepat untuk meningkatkan minat belajar siswa agar proses pembelajaran dapat berjalan lebih efektif.Penelitian ini bertujuan untuk: (1) mendeskripsikan strategi guru IPS dalam meningkatkan minat belajar siswa kelas VIII pada mata pelajaran IPS di SMPN 1 Sumbergempol Tulungagung, (2) mengetahui hambatan yang dihadapi guru IPS dalam meningkatkan minat belajar siswa, dan (3) mengetahui solusi yang dilakukan guru IPS dalam mengatasi hambatan tersebut.Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Teknik analisis data dilakukan melalui kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi, ketekunan pengamatan, dan perpanjangan pengamatan.Hasil penelitian menunjukkan bahwa guru IPS di SMPN 1 Sumbergempol menerapkan berbagai strategi pembelajaran seperti strategi pembelajaran langsung, kontekstual, dan inquiry untuk meningkatkan minat belajar siswa. Strategi tersebut mampu meningkatkan perhatian, keaktifan, dan antusias siswa selama proses pembelajaran berlangsung. Hambatan yang dihadapi guru meliputi perbedaan kemampuan siswa dalam memahami materi dan penggunaan gawai yang mengganggu konsentrasi belajar. Adapun solusi yang dilakukan guru yaitu melakukan pendekatan personal kepada siswa, memberikan penjelasan secara bertahap, menerapkan aturan penggunaan gawai, serta memberikan motivasi dan apresiasi kepada siswa.

Education is an important means of improving the quality of human resources through an effective learning process. In the learning process, teachers play an important role as facilitators who create an interesting learning atmosphere so that students have a high interest in learning. However, in Social Studies subjects, students’ learning interest is still relatively low because the material is considered boring and contains too much memorization. This condition causes students to be less active and less enthusiastic during the learning process. Therefore, appropriate teacher strategies are needed to improve students’ learning interest so that the learning process can run effectively.This study aims to: (1) describe the strategies used by Social Studies teachers in improving the learning interest of eighth-grade students in Social Studies subjects at SMPN 1 Sumbergempol Tulungagung, (2) identify the obstacles faced by teachers in improving students’ learning interest, and (3) determine the solutions implemented by teachers to overcome those obstacles.This research used a qualitative approach with a descriptive research design. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis techniques included data condensation, data presentation, and conclusion drawing. The validity of the data was tested through triangulation, persistence of observation, and extended observation.The results showed that Social Studies teachers at SMPN 1 Sumbergempol implemented various learning strategies such as direct learning, contextual learning, and inquiry learning to improve students’ learning interest. These strategies increased students’ attention, participation, and enthusiasm during the learning process. The obstacles faced by teachers included differences in students’ abilities to understand the material and the use of gadgets that distracted students’ concentration. The solutions implemented by teachers included personal approaches to students, gradual explanation of the material, implementation of gadget usage rules, and providing motivation and appreciation to students.