Building Motivation To Learn Islamic Cultural History: Teachers' Strategies In Meeting Students' Psychological Needs In Madrasah Aliyah
DOI:
https://doi.org/10.59944/jipsi.v4i4.1591Keywords:
learning motivation; History of Islamic Culture; Self-Determination Theory; teacher strategies; Islamic high school.Abstract
Learning motivation is one of the key factors in learning success because it affects students' engagement, persistence, and academic achievement. Meanwhile, Islamic Cultural History (SKI) is still often seen as a subject focused on memorization, narrative in nature, and less relevant to students' lives, which influences their learning motivation. This study aims to analyze teachers' strategies in boosting students' motivation in SKI lessons at a public Islamic senior high school in Jakarta. Using a qualitative approach with a descriptive design, data were collected through in-depth interviews with three SKI teachers. The results show that teachers apply three main strategies aligned with Self-Determination Theory, namely: (1) fulfilling the need for autonomy by giving space for active participation, freedom to choose learning activities, and opportunities to express opinions; (2) fulfilling the need for competence through step-by-step guidance, simplifying materials, and providing positive reinforcement; and (3) fulfilling the need for relatedness by building positive interpersonal relationships and creating a collaborative classroom atmosphere. Supporting factors include the use of digital media, peer support, and emotional closeness between teachers and students, while inhibiting factors include students' negative perception of SKI, limited learning time, and the heterogeneity of students' interests and abilities. This study contributes theoretically by expanding the application of Self-Determination Theory in the context of SKI learning in madrasahs and provides practical implications for developing student-centered learning strategies based on fulfilling basic psychological needs.
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