IMPLEMENTASI STRATEGI PEMBELAJARAN SCIENTIFIC LEARNING DALAM MENINGKATKAN MINAT BELAJAR SISWA PADA MATERI PERKALIAN PECAHAN MATA PELAJARAN MATEMATIKA KELAS VI C MINU KEDUNGCANGKRING JABON SIDOARJO

Penelitian ini bertujuan untuk mengetahui implementasi strategi pembelajaran Scientific Learning dalam meningkatkan minat belajar siswa pada materi perkalian pecahan di kelas VI C MINU Kedungcangkring Jabon Sidoarjo. Latar belakang penelitian ini didasari oleh rendahnya minat siswa terhadap pelajaran Matematika, khususnya pada materi yang bersifat abstrak seperti perkalian pecahan. Metode penelitian yang digunakan adalah kuantitatif dengan desain survei. Instrumen pengumpulan data berupa angket minat belajar dan dokumentasi nilai, dianalisis menggunakan uji validitas, reliabilitas, dan analisis statistik inferensial melalui SPSS. Hasil penelitian menunjukkan bahwa penerapan langkah langkah Scientific Learning seperti mengamati, menanya, mencoba, menalar, dan mengomunikasikan mampu membangkitkan ketertarikan, keterlibatan aktif, serta perhatian siswa dalam pembelajaran. Hal ini dibuktikan dengan adanya peningkatan skor minat belajar setelah penerapan strategi tersebut. Dengan demikian, dapat disimpulkan bahwa strategi Scientific Learning berpengaruh positif terhadap peningkatan minat belajar siswa pada materi perkalian pecahan.
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This study aims to examine the implementation of the Scientific Learning strategy in increasing students' learning interest in the topic of fraction multiplication among sixth-grade students at MINU Kedungcangkring Jabon Sidoarjo. The research is motivated by the low interest of students in mathematics, particularly in abstract topics such as fraction multiplication. This research employed a quantitative method with a survey design. Data were collected through a learning interest questionnaire and academic documentation, then analyzed using validity tests, reliability tests, and inferential statistics via SPSS. The results show that the application of Scientific Learning stages-observing, questioning, experimenting, reasoning, and communicating-effectively increased students’ attention, engagement, and motivation during learning. This was evidenced by the improvement in students’ learning interest scores after the strategy was implemented. Therefore, it can be concluded that the Scientific Learning strategy has a positive influence on enhancing students’ learning interest in fraction multiplication.