Factors Influencing Learning Motivation in Civic Education among Elementary School Teacher Education Students

Yuricke Ayunda Priyani; Wuri Wuryandani; Elliza Andhika Putri; Rusmawan Rusmawan

doi:10.17509/didaktika.v6i1.18

Authors

Yuricke Ayunda Priyani Universitas Negeri Yogyakarta Author
Wuri Wuryandani Universitas Negeri Yogyakarta Author
Elliza Andhika Putri Universitas Negeri Yogyakarta Author
Rusmawan Universitas Negeri Yogyakarta Author

DOI:

https://doi.org/10.17509/didaktika.v6i1.18

Keywords:

Civic Education, Elementary School Teacher Education, Learning Motivation

Abstract

This study aimed to identify the factors influencing the learning motivation of students in the Elementary School Teacher Education Program in the Civic Education course at Universitas Sanata Dharma. The study employed a mixed-methods design. Quantitative data were collected through questionnaires and analyzed using exploratory factor analysis, while qualitative data were obtained through semi-structured interviews with ten students who voluntarily participated as informants to deepen the interpretation of the findings. The participants consisted of 42 second-semester students enrolled in the Civic Education course. The analysis revealed two main factors shaping students’ learning motivation. The first factor, namely personal readiness and pedagogical support, includes learning satisfaction, health, and lecturer support. This factor indicates that students’ learning motivation becomes stronger when they are physically and psychologically prepared, receive support from lecturers, and perceive the learning experience as meaningful. The second factor, namely self-regulatory drive, consists of curiosity and responsibility, indicating that motivation also grows from students’ internal drive to explore civic issues and carry out their academic responsibilities consciously. These findings confirm that motivation in learning Civic Education is not only an individual student issue, but also a pedagogical one. Therefore, lecturers need to design learning that is more contextual, participatory, and reflective. One relevant recommendation is the implementation of Flipped-Case-Based Learning to foster curiosity, strengthen responsibility, and create more meaningful learning experiences for prospective elementary school teachers.

Author Biographies

Yuricke Ayunda Priyani, Universitas Negeri Yogyakarta

https://orcid.org/0009-0005-2404-5320
Wuri Wuryandani, Universitas Negeri Yogyakarta

https://orcid.org/0000-0003-2483-0394
Elliza Andhika Putri, Universitas Negeri Yogyakarta

https://orcid.org/0009-0006-2032-5656
Rusmawan, Universitas Negeri Yogyakarta

https://orcid.org/0009-0007-6958-607X

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