Vol. 3 No. 1 (2020): Awwaliyah: Jurnal PGMI

This artcile deals to the motivation; learning and motivatioan on academic performance of students. It proceeded by defining the motivation as a general term applying to the class of drives, desires, needs, wishes, and similar forces initiated for students and teachers, in order to induce the students to act in desirable academically productive manner; leaning and learning achievement as the outcome of learning. It constitutes the extent to which a students has achieved their educatioanl goals. Determinants of teacher-learner interactions for better students’ academic performance were found to include.There are two different kinds of motivation as intrinsic motivation and extrinsic motivation, intrinsic motivation is the act of completing an activity for the pleasure of doing the activity Itself. Extrinsic motivation, on the other hand, is the act of completing an activity in order to receive some type of reward from another source. As a result of these definitions, researchers began to question the effects of the different kinds of motivation, and school became a widely used testing ground.

The presence of intrinsic motivation produces many behaviors that result in school success like sustained interest in tasks, risk taking, and the conquering of new challenges. Different forms of extrinsic motivation tend to take attention away from the most important aspect of school; a child's learning. Rewards can undermine intrinsic interest in an activity, and even deter a person from returning to an activity later on. Teacher motivation provides the desire in students to learn. This is because learners are encouraged to leran, to express themselvess through answering questions, taking part in both individual and group assignments; and getting involved or committed in the learning process by acquiring ideas, skill and concepts for total development.

The purpose of this study was to improve thematic learning out comes ecpeciallyon theme 6 Cita-citaku Subtema 2 Hebatnya Cita-citaku using learning methods Student Teams Achievement Division (STAD.

This type of researc is (class action research) consiting of three cycles in which each cycle is carred out in four stages. These stage include planning, implementing action, observing, and reflecting. The subjects in this study were study students IV MI Nurul Huda Sawo Dukun Gresis as many as 33 students consisting of 18 female students and 15 female students. Data collection techniques used in research are observation, test and interviews. The collected data was analyzed by qualitatif data analysis and quantitative data analysis techniques and analysis of the tests.

The results of the study show, in the pre test  stage the oyer all students get relatively low learning out come, which is an average of  61.12 with a percentage of learning completeness of 42.42% , In cycle I the application of learning method Student Teams Achievement Division (STAD) was carried out, and in the firs cycle was also given a learning test in the form of post test I where the average learning out comes obtained in the first cycle are 69.91 with the percentage of learning completeness of 57.57% in the cycle the student learning out comes obtained by students are quite sufficient. In the cycle II the learning out come obtained by students are classified as good. Where the average obtained is 77 with the percentage of learning comlpeteness of  87.87%%. Were as, in the last cycle III of learning out comes obtained by cycle is student learning out comes experienced a drastic increase wich can be seen a from the average test given. Students get an average on the test cycle III of 83.30 with a percentage of learning completeness of 96.96%.The consclusion that the learning out come of thematic are theme 6 Cita-citaku Subtema 2 Hebatnya Cita-citaku for student in the class IV MI Nurul Huda Sawo Dukun Gresik. Through learning methods Student Teams Achievement Division (STAD) have increased.

Media is an important component in learning. The development of the Card Match Circle (CMC) media was developed based on the character of elementary school students who have high curiosity, love to play, the stage of thinking is still at a concrete stage, then a game is widely used as a variation of alternative learning to foster student motivation. By using the R&D method it is expected to be able to increase students' understanding, especially in daily life. Media variations that are tailored to the needs of students will be able to develop their skills in actively participating in using learning media to achieve maximum results. The results of the development of media experts, materials and student responses to the CMC media theme "Keanekaragaman budaya dinegeriku" is suitable for use with learning with an average yield of 4.9 in very good criteria.

Developing learning motivation is affected the process of forming an autonomous learner. The effect of learning motivation by teacher has a very big impact because it helps the students to be an autonomous learner to reach their own achievement. Actually, developing learning motivation is very important and teachers should not ignore it. Because by motivating students, teachers will be easily reach the the goals of learning and education.

Mathematical connections are developed in schools that have not been maximized in learning mathematics. Schools generally only tend to improve cognitive and psychomotor aspects. Linear learning only triggers the work of the left brain, while the right brain has not been used optimally, as a result students become impeded. Students do not produce creative ideas in solving problems let alone the ability to understand problems. The purpose of this study is to determine the effect of learning mathematics using mind mapping on students' mathematical connections, and to find out how students respond in learning mathematics using mind mapping. This research is using experimental method. The design of this study that will be examined are two groups (classes), namely the control class and the experimental class. In the control class conventional learning models are used and the experimental class that will be subject to treatment is mind mapping learning. From the results of the study showed that learning mathematics using mind mapping has a positive effect on the ability of students' mathematical connections and the positive response of students to learning mathematics using mind mapping.