Analysis of the Difference in the Effect of Learning with and Without Rewards on the Learning Motivation of Grade III Students of Insan Mulia Islamic Elementary School

Abstract

This study was conducted due to the low learning motivation of third-grade students at SD IT Insan Mulia, as shown by their limited concentration, low participation, and tendency to play during lessons. The research aims to analyze differences in learning motivation between students who learn with rewards and those who learn without them. Using a qualitative phenomenological approach, the study involved 24 students and collected data through observations, interviews, and documentation. Data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing, with validity ensured through triangulation and member checking. The findings show that rewards significantly increase students’ motivation, reflected in better attention, active participation, increased confidence in asking and answering questions, and positive behavioral changes. The classroom atmosphere also improved, and teacher–student relationships became stronger as students felt more appreciated. Although learning without rewards can still work, it does not raise motivation as effectively as learning supported by rewards. Rewards are therefore an effective strategy to enhance learning motivation in elementary school students when used proportionally to maintain a balance between extrinsic and intrinsic motivation.