Students' Interpretation Of Teachers' Teachingstyles In Relation To Learning Motivation

Ahlul Aflakha

doi:10.37348/cendekia.v11i2.727

Authors

Ahlul Aflakha STAI Denpasar, Indonesia

DOI:

https://doi.org/10.37348/cendekia.v11i2.727

Keywords:

Meaning, Teaching style, Learning Motivation, Student Interpretation

Abstract

This study aims to analyze and describe students' interpretation of teachers' teaching styles and their relationship with learning motivation, which is driven by the lack of attention to students' subjective perspectives in teaching style evaluation. The crucial role of teachers as facilitators and designers of learning experiences, as well as the strong correlation between teaching styles and students' psychological variables, is the background for the importance of this study. This research uses a qualitative approach with phenomenological methods to explore students' experiences in depth. Data was collected through a Focus Group Discussion (FGD) involving the best 20 students from grade 12 of MA Kalifa Nusantara (10 science and 10 social studies). Data analysis follows three stages: data reduction, data presentation, and conclusion drawn. The results showed that students interpreted teaching style as the teacher's way of delivering material, interacting, and managing the classroom, which was considered successful if it was structured, clear, and interactive. The application of varied and non-monotonous teaching styles increases students' intrinsic motivation, which is shown by reduced unhelpful activities, increased active participation, and the emergence of self-efficacy. In addition, an effective teaching style instills a love of material, positive habits (such as time management), and good social behavior. The conclusion of this study emphasizes that an effective teaching style creates a comfortable learning environment, supports togetherness, and fosters discipline. The practical advice is to integrate character-oriented and motivational teaching methods in the school curriculum to form sustainable learning habits.

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