Analysis of students' algebra learning motivation through the use of desmos and amplify classroom

Abstract

Learning motivation is a crucial factor in the success of mathematics education, a field that requires strong analytical skills and persistence. However, based on preliminary observations, students tend to exhibit low learning motivation when encountering algebraic materials, which are often abstract and theoretical. Due to this, the present study aimed to evaluate students' learning motivation after using interactive digital learning tools (Desmos and Amplify Classroom) in algebra. Using a descriptive quantitative approach, this study focused on Grade IX students of SMA Harapan in Bangka Regency. A learning motivation questionnaire consisting of 15 items was used, based on five motivational indicators: learning drive, attention, perseverance, diligence, and the desire to succeed. The data were descriptively analyzed by calculating the mean scores and categorizing the students' motivation levels. The results indicate that students' learning motivation, in general, fell into the moderate category, with a mean score of 2.79. Each indicator recorded results in the mild category, with the highest score of 2.91 for perseverance in completing tasks and the lowest score of 2.67 for the desire to succeed. The results suggest that the use of Desmos and Amplify Classroom had a positive impact on students' motivation to learn, particularly in the interest and engagement dimension, through the interactive algebraic graph visualizations. However, the effect had not yet reached a high level. The integration of interactive digital media for the first time in this study helps develop a more positively impactful approach to teaching mathematics by increasing students' motivation and deepening their engagement in the exploration phase of their learning.