Efforts to Improve Junior High School Students’ Learning Motivation through the Implementation of Ice Breaking in Islamic Religious Education Learning

Abstract

Background: Learning motivation is a crucial factor influencing students’ academic success, particularly in Islamic Religious Education, which is often perceived as monotonous. Low learning motivation among seventh-grade students at SMP Negeri 32 Satu Atap Kaur highlights the need for innovative instructional strategies to create an engaging learning environment. Objective: This study aims to examine the effect of icebreaking activities on improving students’ learning motivation in Islamic Religious Education subjects. Method: The research employed Classroom Action Research (CAR) across two cycles. Data were collected using learning motivation questionnaires and classroom observations. Result: The average student motivation score in the pre-cycle stage was 60.5, with classical completeness reaching only 30%. After implementing icebreaking activities in Cycle I, the average score increased to 68.7, with classical completeness improving to 60%. In Cycle II, the use of more varied, interactive icebreaking activities further increased the average motivation score to 80.2, with classical completeness reaching 90%. These findings demonstrate that icebreaking activities are effective in enhancing students’ learning motivation, fostering a positive classroom atmosphere, and encouraging active participation. Originality/Value: This study contributes practical and pedagogical novelty to secondary Islamic religious education by demonstrating the effectiveness of structured, diverse ice-breaking activities in revitalizing student motivation, emotional engagement, and active classroom participation regarding Islamic Religious Education within one-roof rural junior high school settings, an area that remains underexplored empirically. These findings enrich the empirical literature and serve as a strategic reference for educators in adopting dynamic, student-centered classroom management techniques to overcome learning fatigue and dismantle perceptions of monotony in religious instruction.