<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kinerja guru matematika SMP dalam membangun minat dan motivasi belajar siswa. Penelitian ini adalah penelitian ex post facto. Populasi mencakup semua siswa kelas 8 SMP di 4 sekolah negeri dan 3 sekolah swasta di Sumatera Utara, dan sampel diambil secara acak sebanyak 243 siswa. Instrumen penelitian menggunakan angket, dan data penelitian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa secara umum kinerja guru matematika dalam membangun minat belajar siswa berada pada kategori cukup. Ketika membangun minat belajar siswa, dilihat dari aspek menyampaikan tujuan pembelajaran, menjelaskan manfaat pembelajaran, dan pendekatan pembelajaran yang digunakan, kinerja guru berada pada kategori cukup, sedangkan dalam hal membuat siswa senang belajar kinerja guru masih berada pada kategori kurang baik. Kinerja guru matematika dalam membangun motivasi belajar siswa juga berada pada kategori cukup. Ketika membangun motivasi belajar siswa, kinerja guru dalam menjelaskan pentingnya belajar keras, melaksanakan ujian remedial, memberitahukan hasil ujian, dan memberikan pujian berada pada kategori cukup, sedangkan kinerja dalam membuat kompetisi di kelas berada pada kategori kurang baik AbstractThis study aimed to describe junior high school mathematics teachers’ performance in building student interest and motivation. This study was an ex post facto research. The population included all eighth-grade students of junior high schools from four public schools and three private schools in Sumatera Utara, Indonesia, and 243 students were randomly selected as samples. The instrument used a questionnaire, and the data were analyzed descriptively. The results showed that, in general, mathematics teachers’ performance in building students’ interest in learning was in the moderate category. In building students’ interest in learning, teachers’ performance conveying learning objectives, explaining the benefits of learning, and the learning approach used, teachers’ performance was in the moderate category, while in terms of making students happy to learn, teacher performance was still in the poor category. The performance of mathematics teachers in building students’ motivation was also in the moderate category. In building students’ motivation, teachers’ performance in explaining the importance of studying hard, administrating remedial exams, notifying test results, and giving praise were in the moderate category, while making class competition is in the poor category.]]>
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