Joyful Learning Approach as a Learning Intervention: An Experimental Study on Mathematics Learning Motivation

Abstract

Mathematics learning in elementary schools still faces the problem of low student motivation, which affects engagement and learning outcomes. This condition requires learning interventions that address not only cognitive achievement but also students’ affective development. This study aims to examine the effectiveness of the joyful learning approach in increasing elementary school students’ motivation to learn mathematics. The study employed a One-Group Pretest–Posttest Design involving 26 fourth-grade students at SD Negeri Baddoka, Makassar City. Data on students’ learning motivation were collected using a dichotomous-scale questionnaire (0–1) administered before and after the implementation of the joyful learning approach. Data were analyzed using descriptive statistics and a Paired Samples t-test after fulfilling the required assumptions. The results revealed a significant difference in students’ motivation to learn mathematics before and after the intervention, with a significance value of < 0.05 and a relatively large effect size. These findings indicate that the joyful learning approach is effective in enhancing students’ motivation to learn mathematics. This study contributes empirical evidence supporting the implementation of enjoyable mathematics learning and provides further insight into the application of motivational theory in elementary school contexts.