Implementasi Metode Literasi Multimodal Terhadap Motivasi Belajar Peserta Didik Di Sekolah Dasar

Abstract

Learning motivation is a crucial factor in students' academic success. However, low learning motivation remains a challenge in many elementary schools, including SD Negeri Waru, Mranggen District, Demak Regency. This study aims to analyze the implementation of the multimodal literacy method on the learning motivation of 4th-grade students. Multimodal literacy integrates various media, such as text, images, audio, and video, to create a more engaging and interactive learning experience. This research employs a qualitative approach using a case study method. Data were collected through observation, questionnaires, and documentation. Observations were conducted to assess students’ engagement in learning, while questionnaires measured motivation levels before and after implementing multimodal literacy. Documentation supported the findings with concrete evidence, such as photos, videos, and students' assignments. Data analysis followed the model of Miles, Huberman, and Saldana, with data validation ensured through source, theory, method, and time triangulation. The results indicate that the implementation of multimodal literacy significantly enhances students’ learning motivation. Students became more active, showed increased interest in learning, and displayed greater confidence in asking questions and participating in class discussions. Questionnaire data revealed a rise in learning motivation from a moderate to a high category, particularly in engagement with learning media (+31%) and participation in class discussions (+24%). Thus, multimodal literacy is proven to be an effective method for improving students’ learning motivation in elementary schools.