Delta-Phi: Jurnal Pendidikan Matematika, vol. 1, pp. 51-57, 2023
Received 15 Oct 2023 / published 20 Oct 2023
https://doi.org/10.61650/dpjpm.v1i1.216

Clap-Breathe-Count: Using IceBreaking Ma-Te-Ma-Ti-Ka to Increase
High School Students' Learning
Motivation
Imam Indra Gunawan1, Rani Darmayanti2, Akhsanul In’am3, Adinda Syalsyabilla Aidha Vedianty 4,
and Viktor Vereshchaha5
1. SMA Negeri 1 Pasuruan, Indonesia
2. Universitas Muhammadiyah Malang, Indonesia
3. Universitas Muhammadiyah Malang, Indonesia
4. Universitas PGRI Wiranegara Pasuruan, Indonesia
5. Bogdan Khmelnitsky Melitopol state pedagogical university, Melitopol, Ukrainian
E-mail correspondence to: ranidarmayanti1990@gmail.com

Abstract
Establishing an optimal learning environment is a crucial element in
garnering undivided attention from kids. Assuming that the classroom
environment may be made more favorable. Under such circumstances,
students may experience feelings of boredom, fatigue, lack of
concentration on the instructor, drowsiness, and engage in conversations
with their peers, particularly given the observed manifestation of learningrelated anxiety among students. Ice Breaking is a dynamic educational tool
that emphasizes elements of innovation, creativity, and futurism. The
objective of this study is to elucidate the utilization of ice-breaking
techniques in the academic context with the purpose of enhancing the
motivation to learn among eleventh-grade students at SMA Negeri 1
Pasuruan. The present study employs a descriptive qualitative
methodology. The participants of this study consisted of pupils in the ninth
grade. The data collection strategies used in this study encompassed
interviews, observation, and documentation. Data analysis encompasses
many methodologies for reducing and summarizing data, as well as
approaches for effectively presenting the findings and drawing meaningful
conclusions. The findings of this study indicate that the absence of icebreaking activities in prior learning experiences resulted in a significant
decline in student engagement and interest, leading to a sense of
monotony and disinterest in the learning process. Nevertheless, the
implementation of ice-breaking techniques in educational settings elicits
positive emotions and enhances student motivation, hence fostering an
engaging and pleasurable learning environment. Ice-breaking activities are
widely recognized as highly helpful in improving student motivation
towards learning.

Keywords: Ice Breaking; Learning Anxiety; Learning Motivation;
Mathematics.

Introduction
The objective of national education, as delineated in the Republic of
Indonesia Law Number 20 of 2003 (Dai, 2020; Gang, 2022), is a
deliberate and systematic endeavor to establish an educational
environment (Lu, 2022; C. Wang, 2021). An instructional approach that
enables students to actively cultivate their inherent capacities in terms
of religious and spiritual fortitude (Kim, 2023; C. Sun, 2022), selfregulation (Tae, 2020), character (Dong, 2019), intellect, virtuous ethics,
and the requisite proficiencies for personal, societal, national, and state
advancement. As a result, teachers and other instructional staff must be
professional in order to get students excited about learning and be able
to come up with ways to make learning experiences that are both
complete and meaningful.
Establishing an optimal learning environment is a crucial element in
garnering undivided attention from kids. A suitable classroom climate
can prevent students from experiencing boredom, lack of focus on the
teacher, drowsiness, and engaging in conversations with their peers
(Ding, 2020; Gu, 2022; Li, 2023; Peng, 2019). Consequently, educators
may require assistance in comprehending the subject matter in order to
effectively convey it to students, despite the fact that the content has
already been presented. Educators need to carefully select suitable
strategies and methodologies to cater to the needs of students who
exhibit a greater demand for motivation in order to engage in the
learning process actively (Hannon, 2019; S. Sun, 2021). A method refers
to a tool or approach utilized to attain goals and facilitate successful
learning. There are various strategies that educators can employ to
address the issue of student inactivity and redirect their focus toward
the learning process. Among these approaches is the utilization of the
ice-breaking method (B. Wang, 2023; Yao, 2022).

© 2023 Gunawan et al (s). This is a Creative Commons License. This work is licensed under a Creative Commons
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Gunawan et al.: Clap-Breathe-Count: Using Ice-Breaking... Delta-Phi: Jurnal Pendidikan Matematika, 1, 51-57, 2023

The utilization of ice-breaking techniques in literary studies has
been found to be an effective strategy for educators to enhance
student engagement (Bock, 2018; Denis, 2005), motivation (Feng,
2018), and active participation in the learning process (Filgona et al.,
2020; Maghfiroh et al., 2023). According to increased student
enthusiasm for active involvement in both academic and
extracurricular activities (Dickerson, 2017), the use of ice-breaking
techniques among senior secondary school (SMA) students has
produced positive results (Isoard-Gautheur, 2022; Osman, 2020).
According to a study (Evansluong, 2019), the use of ice-breaking
activities has proven effective in addressing student boredom during
the learning process.
Researchers used observational methods to evaluate the learning
environments of students in mathematics. Based on what was seen
firsthand at Pasuruan 1 State Senior High School (SMA), it is clear that
the current way of teaching math needs a wider range of teaching
methods and strategies. Consequently, this deficiency has had an
adverse impact on students' learning experiences, as they have
exhibited a lack of engagement with the subject matter and have
expressed feelings of boredom during instructional sessions.
Additionally, it has been observed that students often show learning
anxiety, stress, bewilderment, tiredness, and lack of focus during their
participation in mathematics classes. During the interviews performed
with students in the eleventh grade, it was observed that the prevailing
perception among them was that mathematics primarily involves the
processes of memorization, problem-solving, and calculation. The task
at hand presents challenges and needs more engagement.
Furthermore, upon conducting preliminary observations, it was
observed that students needed more comprehension of previously
taught topics. Observable behaviors such as frequent joking by
students during class times, frequent entry and exit from the classroom
while class is in session, casual and non-academic conversations
between students, and instances of disruptive noise occurring inside
the classroom during class times are examples of this. The process of
learning occurs. So, the author wants to look at a way of teaching in the
field of education—namely, how the Ice Breaker method can be used
to teach math—as a way to deal with the problems that come up in
school settings. The objective is to foster increased motivation among
students in their engagement with the subject matter.
Extensive study has been conducted on the utilization of the
icebreaking technique as a means to enhance student motivation in the
context of mathematics education. This study distinguishes itself from
other research by focusing specifically on the domain of mathematics
education. The study was carried out in SMA Negeri 1 Pasuruan,
namely in class XI-1. The utilization of ice-breaking activities in the
classroom was primarily limited to being a supplementary tool within
the context of mathematics education rather than being an integral
component of the core curriculum. In addition to this, teachers
incorporate mathematical information into their pedagogical practices.
Humor can be found in instances where amusing and uncomplicated
actions elicit laughter from students, therefore alleviating previously
strained circumstances.
Moreover, the icebreaking exercises conducted are also associated
with educational endeavors since they serve the purpose of dividing
students into groups within the classroom setting. The vocabulary
employed is derived from the subject matter currently being
instructed, specifically circles. In addition, it is worth noting that the
employed methodology lacked a control group due to the utilization of
a single class. To make things even more interesting, the icebreaking
method has yet to be used in this class as a way to encourage new ways
of learning. Ice-breaking activities are also used with the purpose of
mitigating potential discomfort or unease among students and

teachers, as well as fostering a positive social atmosphere among
students themselves. The author's main research project is an
experiment called "The Utilisation of Ice-Breaking Activities to Improve
Student Motivation in Mathematics among Grade XI Students at SMA
Negeri 1 Pasuruan." This study is affected by the topic's background.

Theoretical Study
According to (Z. Chi, 2021; Peng, 2019) study, ice-breaking is a game
or activity that reduces the initial social tension in a group. In his book,
Ucu Sulastri introduces the concept of "Ice Breaking" as a means of
transitioning from a dull, lethargic, and stressful atmosphere to a lively
and enjoyable one through the use of uncomplicated games. According
to (Y. Zhang, 2021), This game is an activity that is universally loved by
all demographic groups (Lopez, 2019), irrespective of their
characteristics or backgrounds. The limitation of age can arise due to the
fact that individuals may experience boredom throughout the learning
process (G. Wang, 2022), hence desiring a more enjoyable and
conducive learning environment.
According to a variety of viewpoints, educators use ice-breaking as
a pedagogical strategy to break up the monotonous atmosphere in the
classroom and reenergize students' engagement and enthusiasm for the
learning process (Axelsson, 2021; A. W. Zhang, 2023). This implies that
an educator can cultivate an environment that fosters student
engagement and rekindles their enthusiasm for the learning process.
The utilization of ice-breaking activities proves to be highly
beneficial in rejuvenating students' cognitive faculties and cultivating a
renewed sense of eagerness toward the pursuit of knowledge (Z. Sun,
2023). Ice-breaking interludes are deemed essential in activities that
demand participants' focus and concentration, such as seminars and
workshops, similarly within the realm of education. According to the
(Tang, 2021) book on the function of Ice Breaking, it can be observed
that Ice Breaking serves the purpose of stabilizing the concept and
facilitating a return to the alpha condition. However, educators must
exercise caution while selecting an appropriate icebreaker activity. This
implies that it is important to avoid allocating class time for ice-breaking
activities. The practice of ice-breaking, commonly employed in training
or outbound activities, should be distinguished from ice-breaking
techniques utilized within a classroom setting. One of the challenges
faced by educators is the task of gathering icebreakers.
The utilization of ice-breaking activities in educational settings is
beneficial as it fosters a renewed sense of enthusiasm among students
toward the learning process. Moreover, it ensures that valuable learning
time is not squandered. According to Ucu (Shao, 2020), the utilization of
ice-breaking activities within the field of education should possess an
educational purpose in order to enhance the retention of instructional
content. Hence, highly innovative educators consistently establish a
dynamic and enthusiastic environment through the implementation of
engaging ice-breaking strategies. According to (R Darmayanti et al.,
2023), In order to foster a genuine desire for learning among students,
innovative educators employ strategies that emphasize positive
reinforcement rather than relying on coercive measures.
Various forms of ice-breaking games can be observed, replicated,
and adapted in the following manner: The topic of interest pertains to
games. Games, whether digital or physical, are a form of ice-breaking
activity that tends to elicit high levels of excitement among pupils. The
engagement of students during gameplay is likely to result in a
heightened sense of novelty and increased levels of enthusiasm.
According to (Nazarova, 2022), The sensation of drowsiness dissipates,
and indifference transitions into spontaneous engagement. Games
create a dynamic environment that fosters favorable conditions for
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Gunawan et al.: Clap-Breathe-Count: Using Ice-Breaking... Delta-Phi: Jurnal Pendidikan Matematika, 1, 51-57, 2023
learning. When selecting icebreaker games for educational purposes,
teachers should consider many elements such as safety, time
management, equipment availability, and instructional value.

descriptive methodology is widely regarded as more efficacious due to
its ability to yield thorough data, which researchers find valuable. The
participants of this study consisted of students from class XI-1, who were
identified as the primary sources of information for this research.

Research Method

The research in question utilizes primary data sources, namely
obtained through interviews and observations conducted directly with
relevant sources, pertaining to learning activities within the classroom.
Subsequently, employ secondary data sources, specifically derived from
documentation and researchers' field notes acquired during the site
visit. Subsequently, the researchers collected data through interviews,
observations, and documentation, which were subsequently subjected
to interactive data analysis. The data analysis method can be seen in
Figure 1.

This study employs a descriptive-qualitative research methodology.
The objective of this qualitative research is to describe a learning
process activity that has not used ice-breaking techniques (Darmayanti
et al., 2023). The researcher employs ice-breaking tactics in the
classroom as a primary tool, followed by data collection techniques
utilizing triangulation (Arif et al., 2022; Astuti et al., 2023). The analysis
of the data is qualitative in nature, and the outcomes of the qualitative
study prioritize the interpretation of meaning rather than
generalization (Sugiyono, 2018). The utilization of a qualitativeData
collection

Data reduction

Data
presentation

conclusion

Figure 1. analysis method (Hasanah et al., 2022)
The data analysis process incorporates the Milles & Huberman
(2005) paradigm, as referenced by Ilyas (2016). This model
encompasses three key stages: data reduction, data presentation, and
conclusion. During the reduction phase, data is collected from
interviews, observations, and documentation. The data-gathering
phase encompasses the processing of data through the careful
selection of information acquired from the study. Subsequently, during
the phase of finishing the interpretation of study findings, conclusions
are derived.

physical exercises, various styles of humour, interactive games involving
jeans (Abidin et al., 2023; Jayanti et al., 2023), narrative genres, different
approaches to magic, and a range of audio-visual presentations.
Ice breaking is a vocal expression employed to foster a sense of
camaraderie and enthusiasm among individuals
Vociferations are linguistic expressions that elicit fervor or drive
through a resolute, sonorous, yet significant vocal modulation.
Vocalizations can be produced through deliberate movements of bodily
appendages concomitant with the articulation of words intended to
inspire or encourage. The vocal expressions of a collective assembly
serve to foster and amplify enthusiasm. In addition to fostering
motivation, chants have the potential to manifest as a defining attribute
of a collective entity, serving as a medium through which their thoughts
and ingenuity can be articulated. Scout chants are commonly employed
as a means to foster squad cohesion, as they are typically performed
collectively. The modification of rhymes can generate these chants to
align with famous songs or through the deliberate creation of original
content by the team, showcasing their creative abilities. The
implementation of engaging chants is likely to enhance team spirit and
foster a sense of unity among team members. During the Multi-Purpose
Learning System (MPLS), students engage in collaborative and enjoyable
activities. Despite their seemingly inconsequential nature, these chants
serve a significant purpose in fostering heightened enthusiasm. In
competitive settings, it is common for groups to enhance the
atmosphere by vocalizing slogans in order to foster a sense of
camaraderie and unity among team members.

Results and Discussion
The objective of this study is to enhance students' enthusiasm to
learn through the use of ice-breaking activities inside the teaching and
learning process. According to the assertion made by (Fauza et al.,
2022), learning can be understood as a deliberate endeavour
undertaken by an individual to bring about a comprehensive
transformation in their character, which arises from their own
experiences and interactions with the surrounding environment.
Hence, the utilization of ice-breaking techniques in educational
activities enhances students' motivation to learn (Afifah et al., 2022;
Sefira et al., 2024), enabling them to assimilate the instructional
content and foster personal development effectively. There exist
numerous potential strategies for enhancing the enjoyment of
learning, one of which is educators or teachers employing innovative
icebreakers inside the instructional framework.
Various icebreakers can be employed in continuous learning
events. The study conducted by (Asgafi et al., 2023; Cahyadi et al.,
2023) examined many categories, including different sorts of vocal
expressions, variations in applause, genres of songs, diverse forms of

The essence of learning encompasses the internal endeavors that
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Gunawan et al.: Clap-Breathe-Count: Using Ice-Breaking... Delta-Phi: Jurnal Pendidikan Matematika, 1, 51-57, 2023
initiate learning activities, maintain their continuity, and offer guidance
toward achieving educational objectives. Extrinsic motivation plays a
significant part in the teaching and learning process by cultivating a
sense of passion, emotional engagement, and enthusiasm toward
learning, motivating students to pursue the attainment of educational
objectives actively. The presence of both intrinsic and extrinsic
motivation is crucial in educational pedagogy and the process of
acquiring knowledge.

Students can engage in educational tasks within a comfortable and
pleasurable environment. The disease above is distinguished by a
countenance that displays signs of cheerfulness, including smiling and
even laughter. Humor and ice-breaking can serve as effective strategies
for transitioning from a state of boredom, sleepiness, tedium, and
tension to one of relaxation, enthusiasm, alertness, and enjoyment in
the context of a classroom setting.
The utilization of Humor and ice-breaking techniques has the
potential to foster a sense of intimacy and rapport between educators
and their students. The utilization of Humor and ice-breaking techniques
has the potential to alleviate tension and create a more relaxed
environment. Children often exhibit a preference for engaging in games
or play activities, as their cognitive and social development is intricately
intertwined with the realm of play. There exists a multitude of
perspectives suggesting that if a student possesses a favorable
disposition toward a teacher, it follows that the learner would
inherently exhibit a positive inclination toward the subject matter being
taught. Students are more likely to readily embrace a subject that is
presented in a straightforward and accessible manner. As exemplified
by the adage, "if one harbors affection for a particular endeavor (such
as work), that endeavor (such as work) will reciprocate with affection.".

Motivation plays a crucial role in the attainment of predetermined
learning objectives. The genesis of motivation is not exclusively derived
from students themselves; rather, teachers must actively engage in
fostering motivation for student learning. Motivation catalyzes
instilling passion among students, so enabling them to ascertain the
trajectory of their educational pursuits. As an illustration, the instructor
utters the phrase "small circles, small circles, small circles" while
manipulating his digits to delineate a circular shape.
The teacher inquired about the shape of various objects, such as a
coin or a dinner plate, specifically referencing a circle, while gesturing
towards the students to proceed with their comments.
The presence of a drinking bottle is observed, and it is noted that
there is another drinking bottle. The inquiry pertains to the
whereabouts of the circular form. The instructor inquired of the
remaining students to demonstrate which of the bottle forms
possessed round attributes. Additionally, educators can cultivate
various alternative methods of vocal expression

The human brain reaches a state of saturation after approximately
15 to 20 minutes, hence necessitating the need for refreshment in order
to facilitate optimal learning. The brain is capable of occasionally and
incompletely processing information beyond the duration of these
minutes. In examining our behavior, it is evident that when we
participate in seminars or training sessions, we anticipate the inclusion
of an icebreaker activity. This expectation arises from our inherent
inclination towards such activities, which is observed right from the
outset of the training program. The remaining portion of a child's
existence primarily revolves around the realm of play. Engaging in icebreaking activities can serve as a means for youngsters to rejuvenate
their enthusiasm and regain their willingness to engage in the learning
process. In the absence of external influence, if the child's will originates
internally, there is no presence of coercion exerted by any party. The
phenomenon under consideration will have a fluid-like behavior. The
presence of a resilient and positive mindset can foster the achievement
of favorable outcomes as well. The youngster will have an awareness of
the learning process.

The utilization of ice-breaking techniques as a Humor
Humuro is a comedic approach employed to elicit amusement,
contentment, and laughter among children. Humor is a form of
amusement that elicits laughter and entertainment from others.
According to Eysenck's seminal work in 1972, Humor is a phenomenon
that elicits laughter. According to Munandar (1996), Humor can be
conceptualized as a stimulus that elicits a reflexive response of laughter
(Mendiburo-Seguel, 2020), aligning with Eysenck's description. The
utilization of Humor in teaching initiatives is pedagogically beneficial.
According to (Olah et al., 2022), the presence of a well-developed sense
of Humor among students might contribute to a positive learning
environment characterized by a lack of psychological stress or strain.
Teachers who possess a well-developed sense of Humor are likely to
exert a beneficial impact on pupils, enhancing their receptiveness to
instructional content and fostering diverse learning experiences within
the classroom setting. According to (Ruch, 2018), the incorporation of
Humor in educational settings can significantly impact student
engagement and learning outcomes. Therefore, teachers must employ
creative strategies that effectively integrate Humor into the learning
process.

Based on an examination of teaching activities observed over many
class meetings in XI-1 at SMA Negeri 1 Pasuruan. Hence, the
implementation of ice-breaking activities for students in class XI-1 at
SMA Negeri 1 Pasuruan can be utilized as a means to enhance their
desire towards studying. Facilitate students' focus during study sessions
and enhance their comprehension of icebreakers, which serve to
alleviate tense circumstances and foster heightened passion for learning
among students. There exist two distinct categories of ice breaking
applications that contribute to the enhancement of learning motivation:
those that are deployed spontaneously throughout the learning process,
and those that are premeditated and strategically planned (Drewniak,
2021; Gunawan et al., 2023).

Humor or jokes can manifest through verbal or non-verbal means.
HumorHumor possesses the capacity to alleviate muscular stiffness
and tension resulting from the repetitiveness and tedium of boring
routines. Humor possesses the capacity to invigorate and rejuvenate
cognitive processes, hence inducing a state of relaxation and
contentment among students.

The spontaneous incorporation of ice breaking activities within the
ongoing learning process. This is, undoubtedly, in the absence of any
deliberate planning or preparations made by the instructor. A teacher
who demonstrates responsiveness to the adverse circumstances faced
by their students will promptly initiate appropriate measures. An
icebreaker activity has been identified as a potential strategy to enhance
students' motivation in the learning process, based on observations and
interviews conducted with instructors and students from XI-1 SMA
Negeri 1 Pasuruan. The aforementioned statement was explicitly made
by the instructor of the fourth-grade class during the interview.

How significant is the role of Humor and ice-breaking activities in
the process of learning? The act of ice-breaking elicits a cognitive
response associated with learning. The acquisition of learning
responses has the potential to empower students emotionally in the
context of their learning experiences (Dionigi, 2022; Torres-Marín,
2022). Do all instructional sessions incorporate a stimulus that fosters
a sustained desire for learning among students, leading to the creation
of tangible outcomes that can be applied in real-world contexts in the
future?
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Gunawan et al.: Clap-Breathe-Count: Using Ice-Breaking... Delta-Phi: Jurnal Pendidikan Matematika, 1, 51-57, 2023
In the context of continuous learning endeavors (W. Chi, 2018;
Pons, 2018), I have incorporated the utilization of ice-breaking
techniques. This is due to the inherent likelihood of youngsters
experiencing boredom when acquiring knowledge or engaging in the
learning process. Hence, I intermittently incorporate ice-breaking
activities into the process of instruction and knowledge acquisition. In
upper-level classes, a strategy I have employed for fostering
engagement and interaction is a modified version of the word connect
game (W. Chi, 2020; Citroresmi, 2022). Ice breaking activities have
been found to have a significant positive influence on the learning
process, particularly in situations where children are beginning to
exhibit signs of boredom and disengagement, such as resting their
heads on the table. Subsequently, the instructor employs ice-breaking
techniques. Furthermore, the implementation of ice breaking activities
has been found to effectively enhance children's motivation to learn,
particularly in cases where the child initially exhibits low levels of
engagement, lethargy, drowsiness, and occasional daydreaming.
Nevertheless, following the icebreaker activity, the children will
experience a renewed sense of energy and eagerness to engage in the
learning process. Upon the teacher's delivery of the lesson, the
youngsters will regain their focus.

activities during the learning process serves to prevent pupils from
becoming disengaged or disinterested in the lessons delivered by the
teacher. The findings from the observation conducted in class XI-1 at
SMA Negeri 1 Pasuruan, where ice-breaking activities were incorporated
into the learning process, indicate that the students exhibited signs of
contentment, engaged in collective laughter, and created a highly
favourable classroom environment. The documenting outcomes of this
activity were subsequently shared on the TikTok social media platform,
with the intention of offering innovative ideas for other educators to
adopt and replicate. The documentation is visible in Figure 2.

The integration of icebreaking activities into the ongoing learning
process in a spontaneous manner. This phenomenon occurs due to the
absence of intentional strategizing or premeditation on the part of the
educator. A teacher who has a proactive approach to addressing
adverse circumstances experienced by their children will promptly
implement suitable measures. Based on observations and interviews
performed with teachers and students of XI-1 SMA Negeri 1 Pasuruan,
icebreaker activities were recognized as a possible method for
enhancing student motivation in the learning process. The instructor of
the eleventh-grade class clearly expressed the assertion above during
the interview.

Figure 2. documentation is visible

The findings depicted in Figure 2 indicate that the ice-breaking
action or method has garnered significant attention from many
demographics, as evidenced by the video's viewership and positive
reception, with over 12,000 views and likes. (Ren, 2023; Vidyastuti et al.,
2022) propose that the incorporation of icebreaking activities into
educational settings might enhance students' focus and foster a
heightened sense of passion for learning, hence mitigating potential
boredom that may arise during study sessions.

In the realm of ongoing educational endeavours, instructors must
incorporate ice-breaking strategies. The observed phenomenon can be
attributed to temporal constraints and the individual teaching styles
employed by each instructor, which contribute to the enhancement of
student motivation within the context of eleventh-grade classrooms.
Based on the findings, the integration of ice-breaking activities
inside the classroom setting can be considered an innovative approach
to enhance learning in class XI-1. Hence, I intermittently integrate
icebreaker activities within the pedagogical framework to facilitate the
process of teaching and knowledge acquisition. In advanced academic
courses, I implement a pedagogical approach aimed at fostering active
participation and collaborative discourse, which involves a customized
adaptation of the word connect game. Research has demonstrated
that the implementation of icebreaking activities can yield notable
benefits for the educational experience, particularly in instances where
youngsters exhibit indications of ennui and disinterest, such as resting
their heads on the table. Subsequently, the instructor employs
icebreaker approaches.

Conclusion
The findings of the research conducted show that there is a
relationship between ice-breaking activities and increasing student
motivation during the learning process at XI SMA Negeri 1 Pasuruan.
Typically, during the initial icebreaking phase in an educational context,
students tend to show renewed enthusiasm for the learning process and
feel motivation. The use of icebreaker techniques serves as a means to
transform an initially unstimulating learning environment into one that
is conducive to effective knowledge acquisition. Students experience an
increased state of relaxation and enthusiasm for the process of
acquiring knowledge. Students are more likely to experience positive
emotions and demonstrate focused attention when engaged in
classroom discourse, such as when their peers or instructor deliver a
presentation or provide an explanation of instructional content. It is
important for teachers and students to pay attention to mathematics
learning objectives. Ice breaking can be done in certain conditions by
adjusting the material and student characteristics. Ice breaking can only
help motivate students by creating a fun learning atmosphere. Ice
breaking can also help students understand the concept of circles, but
not the mathematical concept.
Therefore, the underlying drive behind classification is very
important for educators to always provide motivation to their students.
The use of icebreaking activities for class Ice-breaking actions in
educational settings have been observed to have a positive impact on

Furthermore, the implementation of icebreaking activities has
demonstrated efficacy in enhancing children's motivation to learn,
particularly in instances where children exhibit an initial lack of
involvement, lethargy, drowsiness, and occasional daydreaming.
Subsequent to engaging in this icebreaker activity, children will
experience a renewed sense of vigour and eagerness to participate in
the educational endeavour actively. Following the instructor's delivery
of the lesson, the children will subsequently regain their attention.
The findings indicate that the process of ice-breaking involves the
utilization of interactive motions or games that are collectively
engaged in and enjoyable. The implementation of ice-breaking
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student engagement and concentration, particularly in the context of
mathematics education.
Suggestions for other researchers, if you want to do ice breaking,
try other materials and test how far ice breaking has an effect on
improving students' mathematical abilities in terms of the learning
styles of each student who is studying in their respective areas.

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