DINAMIKA MOTIVASI BELAJAR SISWA DALAM PEMBELAJARAN KELAS RANGKAP PADA MATA PELAJARAN PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI DI SMA NEGERI 1 MATARAM

Abstrak

This study describes the management of multigrade learning and examines the dynamics of
students’ learning motivation in the subject of Hindu Religious Education and Character
Education at SMA Negeri 1 Mataram. The study employed a descriptive qualitative approach
using non-participant observation, semi-structured interviews with one Hindu Religious
Education teacher and fifteen students, as well as documentation. Interview and observation
data were coded into four recurring motivational themes, namely (1) focus and attention, (2)
self-confidence and participation, (3) enthusiasm and social interaction, and (4) persistence
and learning responsibility. The school serves 241 Hindu students with one Hindu Religious
Education teacher; multigrade learning generally combines two to four groups of students,
particularly Grades X and XI, with approximately 25 or more students in each session.
In this study, there were 16 informants (one teacher and fifteen students), consisting of 12
informants with a positive tendency (75%) and 4 informants with less supportive/negative
tendencies (25%); these proportions are used only as a descriptive summary of qualitative
responses, not as the results of statistical testing. Positive experiences were associated with
enthusiasm, peer discussions, and interaction among different classes, while less supportive
experiences were related to decreased focus, hesitation to ask questions, and the need for
direct guidance when the teacher’s attention was divided. Observations reinforced this
pattern, as when the teacher focused on one group, other groups shifted to independent tasks
or peer discussions and became more vulnerable to losing attention. Understanding of
learning materials and discipline were positioned as supporting findings in the learning
process, rather than direct indicators of Maslow’s hierarchy of needs.