UNLOCKING MATHEMATICS ENTHUSIASM: ANALYZING FOURTH-GRADE STUDENTS' LEARNING INTEREST
DOI:
https://doi.org/10.26877/jipmat.v11i1.3556Keywords:
learning interest, mathematics education, elementary school, learning paradox, conceptual understandingAbstract
Students’ interest in learning mathematics at the elementary level is often reported as suboptimal. This study aims to describe the mathematics learning interest profile of fourth-grade students in Tasikmalaya City. Employing a quantitative approach with descriptive method, the research involved 118 students from SDN 1 Pengadilan and SDN Saripin, selected through purposive sampling. Data were collected using a mathematics learning interest questionnaire with four indicators: emotion, value, knowledge, and engagement, then analyzed using descriptive statistics. The findings revealed an average mathematics learning interest score of 65.39% (moderate category). Per-indicator analysis showed significant imbalances: the value indicator demonstrated the highest results, while the knowledge indicator showed the lowest performance. A notable finding is the learning paradox evidenced by a 14.15% gap between value and knowledge indicators, suggesting students recognize mathematics' importance yet struggle to master fundamental concepts. The study recommends transforming instructional approaches from procedural to meaningful conceptual understanding, creating positive learning environments to enhance emotional engagement, and implementing student-centered learning to increase active participation. These findings provide important insights for improving mathematics education quality at the elementary level.
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