Learning Innovation in Elementary Schools to Enhance Student Learning Motivation

Background: Learning motivation plays a crucial role in determining the success of elementary education. However, many students experience decreased motivation due to monotonous and less engaging teaching methods. Learning innovations, including technology integration, project-based approaches, and gamification, offer potential solutions to address this challenge. Purpose: This study aims to analyze the role of learning innovations in increasing student learning motivation at SD Negeri 1 Bintungan Bejangkar Baru, Mandailing Natal Regency, North Sumatra, Indonesia. Methods: A quantitative approach with a quasi-experimental pretest-posttest control group design was employed. The sample comprised 50 elementary school students (25 experimental group, 25 control group) selected through purposive sampling during the odd semester of the 2025/2026 academic year. Data were collected using a learning motivation questionnaire validated by experts (CVI = 0.89) with high reliability (Cronbach's α = 0.87). Data analysis utilized independent sample t-tests and N-gain analysis. Results: The findings revealed a significant increase in learning motivation in the experimental group (mean pretest = 68.40, posttest = 86.25) compared to the control group (mean pretest = 67.80, posttest = 72.15), with t(48) = 6.42, p < 0.001, and a large effect size (Cohen's d = 1.42). The N-gain score in the experimental group (0.56, medium category) was substantially higher than the control group (0.14, low category). Conclusion: Learning innovations significantly enhance elementary school students' learning motivation. These findings imply that teachers should integrate innovative learning approaches systematically, while schools and government need to provide adequate infrastructure and continuous professional development.