THE USE OF JOYFUL LEARNING TO IMPROVE STUDENTS’ MOTIVATION AND MATHEMATICS LEARNING OUTCOMES IN AN ELEMENTARY SCHOOL

Abstract

This study aimed to improve students’ motivation and mathematics learning outcomes through the Joyful Learning approach at SD Negeri 24 Banda Aceh. The study employed classroom action research involving 27 second-grade students. The research was conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection. Data were collected through learning outcome tests and observations of students’ participation and learning motivation. The findings showed a positive improvement in students’ mathematics learning outcomes after the implementation of Joyful Learning. The average score increased from 70.1 in the preliminary condition to 80.8 in Cycle I and 86.5 in Cycle II. Classroom observations also indicated increased student attention, participation, enthusiasm, and willingness to respond during learning activities. Students became more actively involved in completing exercises and demonstrated better understanding of two-digit addition and subtraction. These findings indicate that Joyful Learning can provide a more engaging learning experience while supporting improvements in mathematics achievement and student participation. The approach is recommended as an alternative strategy for elementary mathematics learning, particularly when teachers combine enjoyable activities with clear instructional objectives and appropriate classroom management