Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat
e-ISSN 3025-2334
Vol 2(1), June 2024, 59-67
DOI: https://doi.org/10.61650/jip-dimas.2i1 .213

Enhancing Learning Motivation for
Dharma
Wanita
Kindergarten
Students in Poko Jambon Ponorogo,
Indonesia
Yushfa Yufrida Nazzun Nisa1 , Wahyu Eka Saputri2 , Zakiyah Rahmah3 , Nurdiana Nurdiana4 , and Khoirurrosyidin
Khoirurrosyidin 5
1, 2, 3, 4, 5 Muhammadiyah University of Ponorogo

* Corresponding author: rosyidin.kh@gmail.com
KEYWORDS
Creative Activities,
Educational, Mentoring
Learning Motivation, and
Kindergarten
SUBMITTED: 09/28/2023
RECEIVED: 10/15/2023
ACCEPTED: 10/28/2023

ABSTRACT: This study aims to increase the learning motivation of Dharma Wanita Kindergarten students
in Poko, Jambon, and Ponorogo, through an educational assistance program. This activity was conducted
with a mentoring and counseling approach, using participatory observation and in-depth interview data
collection techniques. This program includes various specific activities such as educational games,
storytelling sessions, social skills training, and art and creativity activities designed to increase students'
interest and participation in learning. The methods applied involve direct observation of student behavior
and attendance and interviews with teachers and parents to obtain a comprehensive picture of the changes
that have occurred. The results of this activity showed a significant increase in learning motivation, as
indicated by an increase in students' daily attendance by 25%, active participation in class by 30%, and an
increase in learning evaluation results by 20%. These data were analyzed qualitatively and quantitatively to
ensure the validity of the research results. This study concludes that this educational mentoring program has
succeeded in creating a fun and productive learning environment, and significantly increased students'
learning motivation at Dharma Wanita Poko Kindergarten. With these results, it is hoped that this program
can be adopted and implemented in other educational institutions to achieve similar results .
© The Author(s) 2024.

1. INTRODUCTION
Early childhood learning motivation is one of the key factors that influence long-term educational
success (Abidin, 2020; Lynn, 2012; McNicol, 2014). Dharma Wanita Kindergarten in Poko, Jambon,
Ponorogo, like many other educational institutions, faces challenges in improving students' learning
motivation. Previous studies have shown that children who have high learning motivation tend to show
better academic achievement and have more developed social skills (Deci & Ryan, 2000). However, many
studies also show that early childhood learning motivation is often hampered by various factors, including
the lack of fun and interactive learning approaches (Grolnick & Ryan, 1987). The significance of early
childhood education in laying the foundation for lifelong learning and development cannot be overstated.
Previous studies underscore the pivotal role that learning motivation plays in the academic success of
young children. Research by Deci and Ryan (2000) on self-determination theory reveals that intrinsic
motivation enhances engagement and persistence in educational activities. Similarly, a meta-analysis by
Wigfield and Eccles (2002) demonstrates a strong correlation between motivation and academic
achievement in early childhood settings. These findings advocate for the implementation of strategies

Umy Zahroh et al., ││ Educational Assistance: Efforts to Increase Learning Motivation...

designed to boost learning motivation among kindergarten students, thereby making the research at
Dharma Wanita Kindergarten not only relevant but imperative.
Empirical evidence has shown that educational assistance programs incorporating creative activities
significantly enhance student motivation and engagement. For example, a study by Vygotsky (1978)
highlights the importance of social interaction in cognitive development, suggesting that participatory
activities such as educational games and storytelling can foster a more dynamic and interactive learning
environment. Further, research by Jensen (2005) indicates that incorporating arts and creativity into the
learning process can lead to improved cognitive functions and higher motivation levels among young
learners. These studies provide a robust foundation for the current research, which aims to explore the
efficacy of a comprehensive educational assistance program tailored to the needs of Dharma Wanita
Kindergarten students (Barth, 2013; Bond, 2019; Vandercruysse, 2012).
Despite the established benefits of such programs, there remains a gap in the application of these
strategies within the specific cultural and educational context of Poko, Jambon, and Ponorogo. This study
seeks to fill this gap by implementing and evaluating an educational assistance program with a focus on
mentoring and counseling (Hegarty, 1985; Marzuki, 2020; McNicol, 2017). By employing participatory
observation and in-depth interviews, this research will gather nuanced insights into the program's impact
on student motivation. The anticipated outcomes include increased daily attendance, heightened active
participation, and improved learning evaluation results, thereby contributing valuable data to the field of
early childhood education and providing a model that can be replicated in similar educational settings.
Learning motivation is one of the key factors influencing educational success, especially in early
childhood. Cultivating interest and motivation to learn from an early age has a long-term impact on
children's cognitive, social, and emotional development. However, one of the main challenges in previous
studies is the lack of structured and systematic mentoring programs for children at an early age. Most
studies focus on short-term interventions that do not always have a long-term impact on students' learning
motivation (Chittaro, 2007; Frank, 2011; Schiefele, 1991). For example, a study by Lillard and Peterson
(2011) revealed that children involved in structured play activities showed improvements in focus and
motivation, but these effects often did not last long without ongoing intervention.
In this context, Dharma Wanita Kindergarten in Poko, Jambon, and Ponorogo, faced similar challenges
(Bara, 2004; Favazza, 1997; Trueswell, 1999). Many children showed low interest in learning and tended
to be passive in classroom learning activities. With this background, this study aims to address these
challenges by designing and implementing a comprehensive educational assistance program, using a
mentoring and counseling approach. This approach is expected to provide a deeper and more sustainable
motivation to learn for students.
Through participatory observation and in-depth interviews, this study seeks to not only increase
students' learning motivation in the short term but also create sustainable behavioral changes. The
program includes a variety of specific activities such as educational games, storytelling sessions, social
skills training, and art and creativity activities, which are designed to increase interest and participation.
Student learning. Thus, this study is expected to provide a significant contribution to the literature on early
childhood education and become a model that can be adopted by other educational institutions (Duit, 2012;
Sampson, 2002; Zamahsari, 2023).

2. METHOD
This study used a qualitative method with a descriptive approach to explore the impact of an educational
mentoring program on the learning motivation of students at Dharma Wanita Kindergarten in Poko,
Jambon, Ponorogo (Coplan, 2001; D. Early, 2010; Weil, 1994). Data were collected through observation, indepth interviews with teachers and parents, and documentation of mentoring activities. The results showed
that this educational mentoring program succeeded in increasing students' learning motivation. Children
appeared more enthusiastic in participating in learning activities, showed improvements in social skills,
and had higher self-confidence. Teachers also reported increased student participation in class and
progress in their cognitive abilities. Parents were pleased with their children's development and hoped that
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Umy Zahroh et al., ││ Educational Assistance: Efforts to Increase Learning Motivation...

this program could continue. This study concluded that educational mentoring plays an important role in
supporting the holistic development of children at an early age. The following is a flowchart based on
systematic steps in qualitative research methods with a descriptive approach from Figure 1.

Figure 1 . is designed based on systematic steps in qualitative research methods with a descriptive approach.

A. Mentoring Program
● Planning Identification of Needs: Conducting discussions with teachers and parents to identify the
needs and problems faced by students.
● Program Design: Design a mentoring program that includes educational games, storytelling sessions,
social skills training, and arts and creativity activities.
B. Implementation of Mentoring
● Program Activity Implementation: Carrying out activities that have been designed during a certain
period, by involving students in various activities.
● Supervision and Mentoring: Conducting direct supervision and mentoring by mentors and counselors
to ensure the smooth running of the program.
C. Data collection
● Participatory Observation: Conducting direct observation of student behavior and attendance during
activities.
● In-depth Interviews: Conducting interviews with teachers and parents to obtain additional information
regarding changes occurring in students.
D. Data analysis
● Qualitative Analysis: Categorizing and interpreting data from observations and interviews to
understand changes in learning motivation.
● Quantitative Analysis: Using descriptive statistics to measure changes in daily attendance, active
participation, and student learning evaluation outcomes.
E. Evaluation and Reporting
● Outcome Evaluation: Evaluate program outcomes based on data that has been collected and analyzed.
● Reporting: Prepare a research report that includes findings, analysis, and recommendations for future
program implementation. Reporting: Prepare a research report that includes findings, analysis, and
recommendations for future program implementation.
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Umy Zahroh et al., ││ Educational Assistance: Efforts to Increase Learning Motivation...

Data Collection

Table 1 Summary of Research Methods
Activity
Data Collection Techniques
Identification of needs and program
Discussion, Literature Research
design
Implementation of activities,
Participatory observation
supervision
Observation and interviews
Observation, Interview

Data Analysis

Qualitative and quantitative analysis

Descriptive statistics

Qualitative, Quantitative

Evaluation

Evaluation of results and reporting

Research Report

Qualitative

Steps
Planning
Implementation

Data analysis
Qualitative
Qualitative
Qualitative, Quantitative

Previous research by Susanti (2019) showed that educational mentoring programs can increase elementary
school students' learning motivation with a 20% increase in daily attendance and a 25% increase in active
participation. In addition, a study by Prasetyo (2018) found that creative activities such as educational games
and storytelling sessions can increase kindergarten students' learning interest by 15%. This empirical evidence
supports the research results obtained in this study, showing the consistency and validity of educational
mentoring programs as an effective strategy to increase students' learning motivation (Cascio, 2009; Pakarinen,
2010; Xue, 2004).

3.

RESULTS AND DISCUSSION

A. Pendekatan Mentoring dan Konseling dalam Pendidikan Anak Usia Dini
The mentoring and counseling approach in early childhood education plays an important role in
shaping students' learning motivation (Heidig, 2011; Pintrich, 2003a, 2003b). In this study, the mentoring
and counseling method was applied personally and in groups. This approach involves direct interaction
between mentors (teachers or assistants) and students, which is designed to provide guidance, emotional
support, and development of learning skills.
According to Lerkkanen et al. (2012), quality interaction between mentors and students can increase
children's self-confidence and interest in learning. This is in line with research by Pianta et al. (2008) which
shows that positive relationships between teachers and students can have a significant impact on children's
academic and social-emotional development. In Finland, mentoring programs in early childhood education
have succeeded in increasing student participation and involvement in learning activities, as reported by
the OECD (2017).
Table 2 summarizes the results of research from several experts and countries related to the effectiveness of the mentoring and
counseling approach in early childhood education.
Study
Country
Method
Key Results
Increase self-confidence and interest in
Lerkkanen et al. (2012)
Finland
Observation and Interview
learning
United States
Positive teacher-student relationships
Pianta et al. (2008)
Longitudinal Study
of America
enhance academic and social development.
Mentoring programs increase student
OECD (2017)
International
Data analysis
participation and engagement in learning.

This study also collected empirical data through direct observation and interviews with teachers and
parents. The results of the analysis showed that students who received mentoring and counseling guidance
tended to be more active in class activities, showing significant increases in attendance and participation.
Qualitatively, teachers and parents reported that students became more motivated, confident, and
enthusiastic in learning. In conclusion, the mentoring and counseling approach has proven effective in
increasing the learning motivation of students at Dharma Wanita Kindergarten in Poko, Jambon, Ponorogo.
With empirical evidence from previous studies and the results of this study, it is hoped that this approach
can be widely adopted in various educational institutions to achieve similar results (April 2023; Gleason,
2011; Kember, 1997).
B. Educational Games as a Learning Tool
Research by Bodrova and Leong (2007) shows that educational games can stimulate children's
cognitive and social development. This finding is relevant in the context of our research at Dharma Wanita
Poko Kindergarten, Jambon, Ponorogo, where we implemented various types of educational games as the
main tool to increase students' interest in learning (Ladd, 1998; McIntyre, 2007; Tepanosyan, 2017). These
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games include physical activities, logic, and group cooperation, all of which are designed to make the
learning process more fun and interactive.
Table 3 presents several types of educational games used and their impact on students' learning motivation.
Game Type
Physical Games
Logic Games
Group
Games

Cooperation

Objective
Improve motor coordination and physical
health
Improve critical thinking and problem-solving
skills

Impact on Learning Motivation
Students are more active and enthusiastic in participating in
activities

Developing social and cooperation skills

Students find it easier to interact and collaborate with peers

Students demonstrate increased analytical skills

Several previous studies support our findings. For example, a study by Smith and Pellegrini (2008)
showed that educational games can improve communication and collaboration skills among children.
Another study by Fisher et al. (2011) found that children who engaged in educational games showed
improvements in cognitive skills such as memory, attention, and critical thinking skills. In addition, a study
by Hedges and Cooper (2014) in New Zealand revealed that well-designed educational games can increase
learning interest and active class participation. They found that children who engaged in these games had
higher attendance rates and showed significant improvements in their learning evaluation results.
The implementation of educational games in Dharma Wanita Poko Kindergarten follows the
principles outlined in these studies (Coyne, 2009; “Does Amount of Time Spent in Child Care Predict
Socioemotional Adjustment during the Transition to Kindergarten?” 2003; Zhu, 2013). We observed that
students were not only more enthusiastic about learning but also showed improvements in their social and
cognitive skills. In physical play sessions, for example, students learned about the importance of
cooperation and supporting each other in achieving common goals. Meanwhile, in logic games, they were
taught how to think critically and solve problems in creative ways. Thus, educational games not only serve
as effective learning tools but also as a means to develop various important aspects of children's
development. This study supports the importance of integrating educational games into the early childhood
education curriculum to improve their learning motivation and holistic development.
C. Storytelling Session and Social Skills Development
Sesi bercerita dalam program pendampingan edukatif di TK Dharma Wanita Poko telah terbukti
memainkan peran penting dalam meningkatkan keterampilan sosial dan kemampuan berbahasa anakanak. Penelitian oleh Isbell et al. (2004) menyebutkan bahwa bercerita dapat merangsang imajinasi dan
meningkatkan keterampilan mendengarkan, yang sangat penting bagi perkembangan sosial dan kognitif
anak-anak. Dalam konteks penelitian ini, sesi bercerita diadakan secara rutin dengan berbagai tema yang
menarik, yang tidak hanya memikat perhatian anak-anak tetapi juga mendorong mereka untuk
berpartisipasi aktif.
Tabel 4 peningkatan kemampuan berbicara dan interaksi sosial siswa sebelum dan sesudah program pendampingan edukatif
Before Program (%)

After Program (%)

Speaking Ability

Skill Aspect

45

70

Social interaction

50

75

These improvements were supported by participant observation and in-depth interviews with
teachers and parents, who reported positive changes in children's social behavior and communication
skills. For example, children took the initiative to speak in front of the class more often, got along better
with classmates, and showed improvements in their ability to listen and understand stories.
Previous research also supports these findings. According to research by Morrow (2007), storytelling
activities can help children develop social skills such as sharing, cooperating, and understanding others'
perspectives. In countries such as Finland and Japan, storytelling programs in kindergartens have become
an integral part of their educational curriculum, which is effective in developing children's social and
emotional skills (Kunnari et al., 2018; Yoshikawa et al., 2013) (D. M. Early, 2006; Fromme, 2004; Howes,
1990).
Empirical evidence from other studies also shows similar results. For example, a study by Nicolopoulou
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et al. (2015) stated that children who participated in storytelling sessions showed significant improvements
in narrative ability and social skills compared to a control group who did not participate in the activity.
In conclusion, the storytelling session in the educational mentoring program at Dharma Wanita Poko
Kindergarten not only succeeded in improving children's language skills but also played an important role
in developing their social skills (Bond, 2020; Teasdale, 1984; Zhao, 2005). With these positive results, it is
hoped that the storytelling session can continue to be implemented and developed further to provide
greater benefits for children's development.
D. Arts and Creativity Activities in Learning
Art and creativity activities are important components in the educational mentoring program designed
to increase students' learning motivation at Dharma Wanita Poko Kindergarten (Kahu, 2018; Kim, 2017;
Montalvo, 2018). These activities include various types of activities such as drawing, painting, singing, and
role-playing. Research shows that integrating art into learning can have a positive impact on children's
development. Bamford (2006) stated that art has great potential to improve children's emotional and
cognitive development, which in turn can increase their learning motivation.
In the context of this study, art and creativity activities were systematically integrated into the daily
curriculum. Every day, students were involved in activities designed to stimulate their creativity, such as
free drawing sessions, coloring competitions, and small art performances. Through direct observation, it
was seen that students involved in art activities showed increased active participation and better selfexpression. This is in line with the findings of research by Deasy (2002) which stated that art can increase
students' involvement in the learning process and help them express themselves better.
Empirical evidence also supports the effectiveness of art activities in learning. For example, a study by
Winner et al. (2001) in the United States found that students involved in an arts program showed significant
improvements in social skills, critical thinking skills, and learning motivation compared to those who were
not involved (Busse, 2013; Dörnyei, 2003; Rieber, 1991).
Table 5 results of the evaluation before and after this educational mentoring program was implemented at Dharma Wanita Poko
Kindergarten.
Evaluation Parameters
Daily Student Attendance
Active Participation in Class
Learning Evaluation Results

Before the Program
75%
60%
70%

After Program
94%
78%
84%

Enhancement
25%
30%
20%

From the table above, it can be seen that after the program was implemented, there was a significant
increase in students' daily attendance, active class participation, and learning evaluation results. This shows
that the integration of art and creativity activities in learning can create a fun and productive learning
environment, and significantly increase students' learning motivation. With these results, it is hoped that
similar approaches can be adopted by other educational institutions to achieve equally positive results
(Darling-Hammond, 2020; Stefani, 2007; Zuhri, 2023). An art and creativity-based approach not only
enriches students' learning experiences but also helps them develop important skills that will be useful
throughout their lives.

4. CONCLUSION
From the results of the research conducted at Dharma Wanita Poko Kindergarten, Jambon, Ponorogo,
it can be concluded that the educational mentoring program has a significant positive impact on increasing
students' learning motivation. Various activities implemented in this program, such as educational games,
storytelling sessions, social skills training, and art and creativity activities, have succeeded in creating a
fun learning environment and supporting the development of students' interests. The results of the study
showed an increase in students' daily attendance by 25%, active participation in class by 30%, and an
increase in learning evaluation results by 20%.
Data analysis conducted qualitatively and quantitatively strengthens the validity of these findings,
showing that the mentoring and counseling approach implemented can have a real impact on students'
learning motivation. Direct observation of student behavior and attendance, as well as in-depth interviews
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with teachers and parents, provide a comprehensive picture of the positive changes that have occurred.
Thus, this educational mentoring program has not only succeeded in increasing students' learning
motivation but also in creating a more productive and enjoyable learning atmosphere. It is hoped that the
results of this study can be a reference for other educational institutions to adopt and implement similar
programs so that a significant increase in learning motivation can be achieved at various levels of
education.

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