STUDENTS' VOICES MATTER: A QUALITATIVE INQUIRY INTO MOTIVATIONAL TRANSFORMATION THROUGH STUDENT CENTERED MATHEMATICS INSTRUCTION

Abstract

Student motivation and engagement in mathematics learning remain challenges at the elementary school level. Although the GASING (Gampang, Asyik, dan Menyenangkan) method has been increasingly used in mathematics instruction, previous studies have largely emphasized learning outcomes and have paid less attention to the motivational processes experienced by students. This study aims to describe how the GASING method facilitates the satisfaction of basic psychological needs, namely competence, autonomy, and relatedness, and how such need satisfaction is associated with students’ engagement in mathematics learning. A qualitative descriptive design was employed over four months in three public elementary schools in Lampung, Indonesia. Data were collected through classroom observations, semi-structured interviews with 40 students and 6 teachers, and document analysis. The data were analyzed using Braun and Clarke’s thematic analysis, supported by source and methodological triangulation and member checking. The findings indicate that GASING facilitates competence satisfaction through the use of concrete manipulatives and gradual instructional sequences, autonomy satisfaction through games, challenges, and choices of problem-solving strategies, and relatedness satisfaction through collaborative learning and supportive classroom environments. These experiences were associated with increased participation and persistence, greater enjoyment, reduced mathematics anxiety, and more active use of learning strategies. Thus, GASING provides more than an enjoyable mathematics learning experience; it creates instructional conditions that support student engagement through the satisfaction of basic psychological needs. ABSTRAK Motivasi dan keterlibatan siswa dalam pembelajaran matematika masih menjadi tantangan pada jenjang sekolah dasar. Meskipun metode GASING (Gampang, Asyik, dan Menyenangkan) telah banyak digunakan dalam pembelajaran matematika, penelitian sebelumnya lebih banyak menekankan hasil belajar dan belum banyak mengkaji proses perubahan motivasi dari perspektif siswa. Penelitian ini bertujuan mendeskripsikan bagaimana penerapan metode GASING memfasilitasi pemenuhan kebutuhan psikologis dasar, yaitu kompetensi, otonomi, dan keterhubungan, serta bagaimana pemenuhan kebutuhan tersebut berkaitan dengan keterlibatan siswa dalam pembelajaran matematika. Penelitian menggunakan desain deskriptif kualitatif yang dilaksanakan selama empat bulan di tiga sekolah dasar negeri di Lampung, Indonesia. Data diperoleh melalui observasi pembelajaran, wawancara semiterstruktur dengan 40 siswa dan 6 guru, serta analisis dokumen. Data dianalisis menggunakan analisis tematik Braun dan Clarke dengan triangulasi sumber dan metode serta member checking. Hasil penelitian menunjukkan bahwa GASING memfasilitasi pemenuhan kebutuhan kompetensi melalui penggunaan benda konkret dan tahapan pembelajaran secara bertahap, kebutuhan otonomi melalui permainan, tantangan, dan pilihan strategi penyelesaian masalah, serta kebutuhan keterhubungan melalui pembelajaran kolaboratif dan lingkungan belajar yang suportif. Pemenuhan kebutuhan tersebut berkaitan dengan meningkatnya partisipasi, ketekunan, kesenangan belajar, berkurangnya kecemasan, serta penggunaan strategi belajar yang lebih aktif. Dengan demikian, GASING tidak hanya memberikan pengalaman belajar matematika yang menyenangkan, tetapi juga menyediakan kondisi pembelajaran yang mendukung keterlibatan siswa melalui pemenuhan kebutuhan psikologis dasar.