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Innovative Learning Strategies to Enhance Student Motivation and Academic Achievement: A Constructivist Learning Perspective in Islamic Religious Education

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  • Irma Suryani Syamsuddin
Irma Suryani Syamsuddin
Departmen of Islamic Religious Education, Universitas Yapis Papua Jaya Pura,
Published in : International Journal of Scientific Research and Management (IJSRM) , Vol. 12 No. 09 (2024)

Submission to VIJ 2024-09-15

Keywords

  • innovative learning strategies,
  • constructivist,
  • learning motivation,
  • academic achievement,
  • quasi-experiment

Copyright (c) 2024 Irma Suryani Syamsuddin

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This study aims to evaluate the effectiveness of innovative, constructivist-based learning strategies in enhancing student motivation and academic achievement. The constructivist approach, which emphasizes active, project-based, and collaborative learning, was implemented in a higher education setting to assess its impact on student motivation and academic outcomes. A quasi-experimental research design with treatment and control groups was employed, involving students from various academic programs. Data were collected through questionnaires measuring learning motivation and academic performance before and after the implementation of innovative strategies. Data analysis was conducted using descriptive and inferential statistics, including t-tests to compare differences between the treatment and control groups. The findings indicate that the application of constructivist-based innovative learning strategies significantly improves student motivation and academic achievement. Active and project-based learning methods increased student engagement and facilitated better understanding of the material, as reflected in improved academic outcomes. The study also underscores the importance of a supportive learning environment, including the use of digital technology, in fostering the learning process. Limitations of the study include a limited sample size and contextual variables that may influence the results. The study provides recommendations for educational institutions to adopt innovative learning strategies and encourages further research to explore various learning approaches in greater depth

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