The Effect of The Moral Reasoning Method on Students' Learning Motivation in Understanding Narrative Texts in 6th Grade

Abstrak

This research was motivated by the low learning motivation of students in understanding narrative texts in sixth grade at SD Negeri 061 Mompangnjulu, Mandailing Natal Regency. Students appeared passive and less enthusiastic in participating in Indonesian language learning. The conventional method, which tends to be monotonous, was deemed ineffective in engaging students both emotionally and intellectually. Therefore, the Moral Reasoning method was introduced as a learning approach that engages students in moral discussions, dilemma-solving, and value reflection, with the expectation of increasing their learning motivation. This study employed a quantitative approach with a quasi-experimental design, specifically the Pretest–Posttest Nonequivalent Control Group Design. The sample consisted of two classes: the experimental class (VI A) and the control class (VI B), each comprising 28 students. The experimental class was taught using the Moral Reasoning method, while the control class was taught using conventional methods. Data collection techniques included observation, a learning motivation questionnaire, and documentation. Data analysis involved tests for normality, homogeneity, and a t-test. The results showed that the average learning motivation score in the experimental class increased to 72.18 after treatment, compared to the control class which scored 71.71. The hypothesis test showed a significance value of 0.01 < 0.05, indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. This means there is a significant effect of applying the Moral Reasoning method on students’ learning motivation. During the learning process, students in the experimental group were more actively engaged, motivated to express opinions, and able to connect story content with real-life moral values. In conclusion, the Moral Reasoning method is effective in enhancing students’ learning motivation in understanding narrative texts. This method not only encourages active student participation but also builds awareness of moral and ethical values that are relevant to their everyday lives