Atensi dan Motivasi Belajar Siswa dalam Perspektif Perkembangan Kognitif: Kajian Teoretis tentang Strategi Mengajar Guru
DOI:
https://doi.org/10.29407/4azywj28Keywords:
attention, learning motivation, cognitive development, teaching strategy, reinforcementAbstract
Effective learning does not solely depend on content delivery but is also shaped by students' psychological conditions, particularly attention and learning motivation. This study aims to analyze the relationship between teachers' teaching strategies (variable X) and students' attention and learning motivation (variable Y) through the lens of Jean Piaget's cognitive development theory and B. F. Skinner's reinforcement theory. A descriptive qualitative design was employed, with data collected through observation and semi-structured interviews involving two teachers and four tenth-grade students at a senior high school. Data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that active learning strategies (discussion, practice, and problem-solving) align with students' cognitive needs at the formal operational stage, thereby enhancing comprehension and attention. Furthermore, positive reinforcement in the form of praise and appreciation was found to increase learning motivation, whereas excessive reprimands or punishment induced anxiety, diminished self-confidence, and shifted students' attention away from content comprehension toward avoiding mistakes. This study concludes that teaching strategies integrating active learning with proportionate positive reinforcement represent the most effective approach for fostering students' attention and learning motivation.
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