Increasing Student Learning Motivation through the Use of Image
Media in Learning Christian Education in the 2nd Grade Public
Elementary School of Palangka Raya
Sarmauli
1
, R. Henry Simamora
2
, Nini Adelina Tanamal
3
, Dewi Magdalena Rotua
2
, Teddi Paul
Sihombing
4
1
Sekolah Tinggi Agama Kristen Negeri Palangka Raya/ STT Cipanas, Indonesia
2
Institut Injil Indonesia Kota Batu, Malang, Indonesia
3
Universitas Indraprasta PGRI, Indonesia
4
Sekolah Tinggi Teologi Filsafat Jakarta, Indonesia
Keywords: learning motivation, picture media, learning christian education
Abstract: The background of this study is the use of media in the learning process of Christian Religion in schools
related to the level of psychological development and the level of ability of students who follow the learning
process and adapted to the interests and talents of students who can motivate students by using Learning
Community techniques. The formulation and objectives of the study were to describe the planning and
learning outcomes of Christian Religion Education in class 2 of Palangka Raya 1 State Elementary School
using picture media. This study uses a classroom action research design in two cycles with steps: (1)
Planning; (2) implementation of actions; (3) observation; (4) reflection. Data collection techniques are
sourced from students, by conducting initial tests on students, observing the action process in cycle I, cycle
II and cycle III. The results of this study can be proven from the results of student learning activities in each
cycle experienced a significant increase, among others: in the first cycle an average of 67, 85 and completed
only 5 students (71.43%) while the unfinished number of 2 students (28.57%) proved that learning in the
first cycle was in accordance with expectations, while in cycle II (second cycle) an average of 85.71 and all
students complete (100%) completed proved that it was in line with expectations and learning using picture
media was proven to improve student learning motivation seen from the comparison of the final student test.
1 INTRODUCTION
The development of science and technology that is
increasingly large nowadays requires every level of
education to make various efforts in improving the
quality of education. Education is one of the effort to
improve human resources and the responsibility of
all parties, both government, society and educational
institutions. Various efforts to improve the quality of
education is to become main priority is one of the
effort undertaken is to improve the quality of
learning process.
One effort to improve quality of learning process
is learning of Christian Religion by using the media.
The use of media in learning process of Christian
Religion Education can improve students' learning
processes, so that they can achieve learning goals
better.
The use of media in learning process of Christian
Education in schools related to the level of
psychological development and the level of ability
of students who follows the learning process and
adapted to the interests and talents of students who
can generate student’s motivation towards. In
addition, the use of media in learning process can
attract students' interest and learning motivation.
This is be in accordance with opinion of Nana
Sudjaria and Ahmad Rivai (1997: 2) that the benefits
of media in learning are:
First, learning will be more attractive to
students so it can foster student motivation.
Second, learning materials will be more
clearly defined so that students can better
understand and enable students to achieve
Sarmauli, ., Simamora, R., Tanamal, N., Rotua, D. and Sihombing, T.
Increasing Student Learning Motivation through the Use of Image Media in Learning Christian Education in the 2nd Grade Public Elementary School of Palangka Raya.
DOI: 10.5220/0009097906670679
In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 667-679
ISBN: 978-989-758-405-3
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
667

better learning goals. Third, students have
more learning activities because not only
listen to the description of the teacher but
also other activities such as observing, doing,
demonstrating, etc.
The media that the researchers used in this study
was the image media. Media image is the most
commonly used, meaning more by Hamalik, (1994:
95) media image is everything manifested visually in
the form of two dimensions as a drink or thoughts
that are diverse as painting, portrait, slides, films,
opaque projector. Meanwhile, according Sadiman,
(1996: 29), the media image is the most commonly
used, which is general discussion that can be
understood and enjoyed anywhere.
The success of a learning process can be seen
from the achievement of the stated goals.
Implementation of learning process of Christian
Religious Education, teacher can not just teach or
spontaneously but must go through planning known
as learning planning. Christian education learning
plan will determine what direction or what activities
should be done in achieving the goals that have been
set, and also planning to use any media that is
suitable for learning. In grade 2 elementary school
students, using media can clarify something abstract
or imaginary to be more real, factual and the truth
itself can be answered.
Based on the results of observation and problem
identification about the situation and conditions of
learning process in class 2 of Palangka Raya 1 State
Primary School, it can be described as follows:
1. In learning process students better understand
material that is packaged in visual rather than
verbal.
2. The media is usually the media image has not
been used properly, the problem is caused by
teacher factors, costs, time and learning
resources.
3. Students are not so used to using picture media
because rarely used in learning process.
2 LITERATURE REVIEWS
2.1 Student's motivation to study
Motive is the power in a person that encourages to
do something or the state of a person or organism
that causes readiness to start series of behaviors or
actions. While motivation is a process to activate
motives into actions or behaviors to meet needs and
achieve goals or states of readiness in individuals
that encourage behavior to do something in
achieving certain goals (Usman MU, 1990:28).
Psychologists define motivation as an internal
process (from within person) that activates and
guides and maintains behavior within certain time
frame (Baron: 1992, 2001). Gage and Berliner
(1984) followed by M. Nur (2001) defines
motivation as the desire for intensity (strength) to do
and determine which direction you want to do.
Motivation in learning arises as a result of the
influence of the learning process both from the
students themselves or the influence of the teacher
which can arouse student motivation. The simplest
understanding of learning motivation is something
that moves people either physically or mentally to
learn. In accordance with the origin, he said that is a
motive which means something that gives
encouragement or energy to do something. Talking
about getting learning, motivation to learn is
something that encourages us to learn to get
something, knowledge, attitudes and skills.
Some understandings of learning motivation
according to some experts, the understanding of
motivation according to Wexly and Yulk is giving or
arising motives. Whereas according to Mitchell
motivation represents psychological processes,
which lead to the emergence, directed, and
occurrence of voluntary activities that are directed to
specific goals. Learning motivation is a
circumstance or condition that encourages,
stimulates or moves someone to learn something or
doing activities to achieve a goal. Everyone's
learning motivation, one with the other, may not be
the same. Usually, it depends on what the person
wants, in this case the teacher and the expected
learning goals. Some of the factors below give more
or less explanations why there are differences in
learning motivation, including:
a. Physiological differences, such as hunger, thirst,
and sexual desire.
b. Difference in safety needs, both mentally,
physically and intellectually.
c. Differences in love or affection received.
d. Self esteem needs, for example the prestige of
owning a car or a luxury home, office, and
others.
Differences in self-actualization (self
actualization), the availability of opportunities for
someone to develop the potential contained in him
so that it turns into real abilities.
In Indonesian Dictionary, it is written that the
notion of learning motivation is: the impulse that
arises in self as consciously and unconsciously to
carry out an action with a specific purpose. This
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668

means that in each individual there is mental force
that encourages students to do something in
achieving certain goals, in this case driving to learn.
Mental strength can be in the form of interest,
attention, willingness, ideals that all move and direct
the attitudes and behavior of individuals to learn.
According to Abror Abdul Rahman (1993: 115),
basically motivation is centered on internal needs
and it is a behavioral drive to satisfy its needs.
Whereas according to Zainal Aqib (2002: 205),
learning motivation is the overall psychic driving
force in students that gives direction to learn
activities in order to achieve goals, and has role to
arouse passion, pleasure and enthusiasm for
learning.
Motivation in students is caused by various
influences both inside and outside themselves.
However, the influence is driven by the goals to be
achieved by the students themselves. The grouping /
types of learning motivation that exists in students
are as follows: 1) Intrinsic motivation, is motivation
that comes from within oneself without outside
influences, most of which are driven because they
want to achieve goals (Zainal Aqib, 2002: 205) .
This type of motivation is expected by students
because it encourages students to learn. Intrinsic
motivation is considered better because it is directly
related to the learning objectives themselves. This
means that the learning objectives are managed will
be achieved if the student has pure drive from within
to learn as much as possible to achieve the stated
goals. Cherri further argued that the function of
learning for students is:
Intrinsic motivation can be done to strengthen
with various support. This support can be in
the form of help, comfort, trust or our hope
for their success. This support is important
because it can strengthen confidence (Cherri
Fuller, 2007:247)
2) Extrinsic motivation, motivation that comes from
outside the student which refers to the factors that
drive the passion of learning. Student learning
motivation can be reinforced by external factors in
the form of competition / competition between
schoolmates, prizes, penalties, social environments
that builds in groups and learning media in schools
and even teachers themselves can be a motivator for
students to learn. The main strategy in increasing
learning motivation basically lies with the teacher
himself. According to Mckeachie quoted by B.
Sijabat, the ability of the teacher to make himself a
model capable of arousing curiosity and ability in
students is a major asset in motivating. Paterson
explains the role of teachers for students so that
students are motivated in learning:
The teacher acts as a motivator, which must
be able to attract students' sympathy for
learning. By giving motivation this is the
responsibility of teacher that is to make
students able to be responsible for their tasks.
Starting from appearance, the teacher should
be able to present himself with an attractive
appearance, because usually students are
reluctant to face an unattractive teacher
(Kathy Paterson, 2007:134).
The existence of motivators can arouse the spirit
of student learning and make students have the
desire to do their tasks more maximally, and the
teacher can make students' motivation through
punishment, good relations with students and by
presenting lesson material.
Learning motivation is important for achieving
goals in learning process, because without learning
motivation students will not be able to learn well.
Therefore it is important for teachers and students to
know the benefits of learning motivation, namely:
a. For teachers
Knowledge and understanding of learning
motivation in students is very important to be
known by the teacher. The teacher faces many
challenges when dealing with students. Various
behaviors are carried out by students as a form
of their learning behavior. Among them there
are those who are indifferent, some who do not
focus attention, some are playing and some are
eager to learn. This is a challenge for teachers to
plan learning strategies and create interesting
learning methods so as to arouse students'
learning spirit.
The emergence of student learning motivation
in the classroom depends very much on how the
teacher delivers the lesson in order to be able to
generate motivation. Therefore, the learning
strategy used by the teacher determines the
success of the teacher in carrying out his role as
a motivator, namely supporting, inspiring,
encouraging, fueling the spirit of learning and
maintaining the learning motivation that already
exists.
b. For student
Student learning behavior is influenced by
various things both the influence from within
him and outside himself. Sometimes students
are not aware of the effects that occur on
learning outcomes. Therefore, it must be
emphasized that students must have learning
Increasing Student Learning Motivation through the Use of Image Media in Learning Christian Education in the 2nd Grade Public
Elementary School of Palangka Raya
669

motivation that is born from within themselves
because the motivation can generate enthusiasm
for learning more durable. This is important for
students so that students can maintain and
improve their learning motivation so that they
can improve satisfying learning outcomes.
When learning motivation is realized by
students, it is hoped that students can complete
their learning tasks well. To arouse and develop
their learning motivation continuously, students
can do it by setting goals and learning goals to
be achieved, respond positively to
encouragement/ praise from others and set
targets within a certain period of time to
complete tasks that must be done.
2.2 Picture Media
a. Understanding Picture Media
Learning media are of many types and types,
from the simplest and cheapest to the
sophisticated and expensive. Some can be
made by the teacher himself and some are
manufactured by the factory. Some are
already available in the environment to be
directly utilized and some are intentionally
designed. There are various types of learning
media, including: a) Visual Media: graphics,
diagrams, charts, charts, posters, cartoons,
comics; b) Audial Media: radio, tape
recorder, language laboratory, and the like. c)
Projected still media: slides, over head
projectors (OHP), in focus and the like; d)
Projected motion media: film, television,
video (VCD, DVD, VTR), computers and the
like. Various points of view to classify media
types. Bretz classifies media based on three
basic elements, namely sound, visual and
motion (Rudy Bretz, 1971: 145).
Image media is the most commonly used
media. Another understanding, image media
is everything that is manifested visually into
two dimensions as an outpouring or various
thoughts such as paintings, portraits, slides,
films, strips, opaque projectors (Hamalik,
1994: 95). Another understanding, image
media is the most commonly used media,
which is a general discussion that can be
understood and enjoyed anywhere (Sadiman,
1996: 29). In contrast to Soelarko's (1980: 3)
opinion, "image media is an imitation of
objects and scenery in terms of shape,
appearance and size relative to the
environment". So the image media is the
embodiment of the symbol of the imitations
of objects, sights, outpouring of thoughts or
ideas visualized into two-dimensional forms.
The form can be in the form of a situation
picture and a painting related to the subject
matter.
b. Image Media Function
The function of learning media to make it
easier for teachers to deliver appropriately
and efficiently to students. The main function
of learning media is as a teaching aid that
also influences the climate, conditions, and
learning environment that is organized and
created by the teacher (Hamalik Arsyad,
2003: 15). Hamalik further stated, that:
The use of learning media in teaching and
learning process can generate new desires
and interests, generate motivation and
stimulation of learning activities, and
even bring psychological influences on
students. In the use of media must be
adapted to the psychological of students
so that learning objectives can be
achieved with what is expected by the
teacher so that the material delivered can
be done appropriately by students. This
can be understood that the learning media
is something that can be used as a means
of connecting to achieve messages that
must be achieved by students in learning
activities (Hamalik Arsyad, 2003: 15).
Broadly speaking, the main function of the
use of media images according to Hamalik,
are: a) Educative functions, meaning
educating and giving a positive influence on
education; b) Social functions; it means
providing authentic information and
experience in various fields of life and giving
everyone the same concept; c) Economic
function; it means providing production
through maximum performance guidance; d)
Political function; influence the politics of
development; e) The function of arts and
culture and telecommunications that
encourage and create new creation (Hamalik
Arsyad, 2003: 12). Rahani (2013: 6-7) looks
at the practical functions of learning media,
as follows:
1) Overcoming differences in personal
experiences of students, for example
videotapes of recordings of outside life
are needed by children living in
mountainous areas.
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670

2) Overcoming the boundaries of space and
class, such as pictures of hero figures
installed in classrooms.
3) Overcoming limited sensory abilities.
4) Overcoming natural events, such as
recording volcanic eruptions to explain
natural phenomena.
5) Simplify the complexity of the material.
6) Allows students to make direct contact
with the community or the natural
surroundings.
c. The Purpose of Using Image Media in
Learning
Image media is used in learning because
students prefer images rather than writing,
especially if the images are made and
presented in accordance with good
requirements, it will certainly increase
students' enthusiasm in following the learning
process. Taking pictures from illustrated
Bibles, magazines and calendars certainly
does not require expensive fees. Besides that,
the atmosphere of learning becomes more
enjoyable. The use of learning media is in the
teaching method component as an effort to
enhance the teacher-student interaction
process and the interaction of students with
their learning environment. Therefore the
main function of learning media is as a
teaching aid used by the teacher.
Meanwhile the media used in the learning
process is as an intermediary in conveying
messages in the form of material solely to
generate interest and motivation for student
learning. Some experts provide understanding
about learning media. Hamalik stated that the
media is a component of learning resources
or physical vehicles that contain instructional
material in the student environment that can
stimulate students to learn (Hamalik Arsyad,
2003: 4). Sumiati suggested that learning
media is a messenger technology that can be
used for learning purposes (Sumiati, 2008: 7).
Meanwhile Senjaya argued that learning
media is a physical means to convey learning
content / material such as: books, films,
videos, and so on (Wina Senajay, 2008: 14).
Whereas the National Education Association
revealed that learning media is a means of
communication in the form of both print and
listening, including hardware technology.
2.3 Christian education
Honnighausen (2009:26) “Christian Education is
education that is given to both young and old
students entering the community of living faith with
God Himself and in him, they are sucked in by the
fellowship of His church that recognizes and
glorifies His name at all times and places.” Robert
R. Boehlke (1984: 49) said:
“Christian Religion Education is an effort to
help people and all age groups entrusted to
the maintenance of the church to respond to
the statement of God in Jesus Christ, so that
they are led by the Holy Spirit to serve their
fellow humans in the name of their Lord in
the midst of their families, churches,
communities and the world”.
The purpose of the Christian Religion Education
proposed by Nuhamara (2009) is to guide
individuals at all levels of development, by means of
educational content, towards the recognition and
experience of God's goals and plans in Christ
through aspects of daily life, and also to equip them
for effective service. So, Christian Religious
Education also aims to guide and direct Sunday
School children to behave and act according to the
biblical testimony in daily life.
3 RESEARCH METHODS
In the opinion of Sugiyono (2010: 2), research
methods are basically a scientific way to get data
with specific purposes and uses. The data obtained is
empirical (observed) data that has certain criteria.
The purpose of the research is to find new data that
is true from before, to prove the truth of an
information, and obtain the existing knowledge.
3.1 Research design
In this study the researcher used the Classroom
Action Research (CAR) method in which the
population in the study was in grade 2 of Palangka
Raya 1 Public Elementary School. The research
approach used is in the form of a cycle that refers to
the Kemmis and Mc Taggart methods. This method
consists of four components, namely:
a. Planning is the preparation undertaken for the
implementation of CAR.
b. Implementation of action is description of action
to be performed, work scenario of corrective
Increasing Student Learning Motivation through the Use of Image Media in Learning Christian Education in the 2nd Grade Public
Elementary School of Palangka Raya
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action to be performed and procedure of action to
be applied.
c. Observations and observations, namely the
procedure of recording data about the process
and the product of the implementation of the
action designed.
d. Analysis and reflection, in the form of a
description of the procedure of analysis of the
results of monitoring and reflection relating to
the process and impact of corrective actions
taken and the criterias and plans for subsequent
action.
1. Data Collection Techniques
In order for the researcher to do data colleciton
more easily, some techniques were used as
follows:
a. Interview
Interviewing is one form of data collection
techniques that are widely used in
quantitative research. Interviews were
conducted orally in face-to-face meetings
individually. But sometimes interviews
were conducted in groups, if indeed the
purpose is to collect data from groups such
as family, board of trustees, and others.
Interviews are widely used in qualitative
and quantitative research, so it can be said
as the main data collection technique
(Kusumah & Dwitagama, 2012: 77).
b. Observation
Observation is a technique or way of
collecting data by way of observing the
ongoing activities. This activity is related to
the way teachers teach, students learn, and
others (Kusumah & Dwitagama, 2012: 71).
c. Library Studies
Library study is a data collection technique
used to increase the insight of the
researcher's knowledge by collecting,
reading and studying books that support the
problem of research such “Increase student
learning motivation through the use of
picture media in the learning of Christian
Religion Education in grade 2 students of
Palangka Raya 1 State Primary School”
2. Data Analysis
Data analysis was performed during the study
from start to finish. Data processing is the
selection of data by processing accurate data
that can answer the focus of research and
provide an overview of research results. The
data collected is presented in the form of
tabulation of data in the form of tables with the
aim of facilitating the reading of the data. In this
activity the researcher attempts to interpret the
findings based on the selected theoretical
framework with reference to the approved
norms of practice. The results of interpretation
are expected to provide clarity about the
implementation of activities in improving the
analysis toward the achievement and
improvement of learning. In obtaining the test
results the researcher used a system of statistical
techniques with presentage, namely by using the
formula:
1) Average Value
X=
∈
(
𝑁𝑥𝑆
)
𝑛
Description: X = Average count
n = Many samples
(NxS) = The result of the
multiplication of the score
by the frequency of the
score in question
2) Analysis of Observation Result
The result of observation on the activity of
teacher and student in learning
implementation each cycle then processed
by using percentage formula as follows:
P=
F
N
×100%
Description: P = Percentage of teacher and
student activity
F = Frequency of activity that
appears (yes / no)
N = Number of observed
aspects
100% = Fixed multiplier
4 RESEARCH RESULT
1. Description of Classroom Action Research
Cycle (CAR) in grade 2 students of Palangka
Raya 1 State Primary School
Classroom Action Research was implemented in
three cycles and in each cycle there wer two actions.
Action 1 was the learning on the basic competence
of “Get to know God's creation”, while action 2 is an
evaluation of action 1. The Classroom Action
Research was conducted at Palangka Raya 1 State
Primary School through four stages of planning,
implementation, observation and reflection used in
each CAR cycle.
a. Planning
This stage was the preparation stage to conduct
CAR, the cycle was carried out in every meeting.
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672

Cycle I was held on Wednesday, July 13, 2017.
The researcher prepared the material before the
lesson, organized into a lesson plan that contains
instructional materials media image method. In
addition, research instruments in the form of test
sheets, and observation sheets were compiled.
Cycle II was held on Wednesday, July 20, 2017.
The researcher prepared the teaching preparation
with lesson plan, test sheets, and observation
sheets. Furthermore, cycle III was held on
Wednesday, July 27, 2017. With the same
preparations as in the first and second cycle of
preparation of the lesson plan, test sheets, and
observation sheets.
b. Implementation
Implementation of cycle I, cycle II and cycle
III of the learning process refered to the
lesson plan that had been compiled in which
consists of initial activities, core activities,
and end activities. In the initial activity, the
students were conditioned to be ready to
learn. In addition, checking of the attendance
of the students, conveying the purpose of
learning, and carrying out apperception by
means of question and answer were also
performed.
In the core activities, learning steps were
presented. The steps were explaining learning
materials and conducting question and
answer, followed by making conclusions of
subject matter. After that, in the final activity,
the students was given a task with respect to
the material already described.
c. Observation
In cycle I, observation was carried out during
the learning process is taking place. The
observation was conducted by monitoring the
students’ activities in following the lesson,
the students’ enthusiasm to learn, and in
doing the task given by the teacher. In the
evaluation of cycle I there were still many
students who did not reached the standard
value determined and the students' desire to
do the task was still lacking. Furthermore, on
the second cycle, the observation of student
activities in the class, enthusiastic students in
following the Christian lessons and work
tasks given teachers was still carried out. In
the evaluation, it was found that the students’
scores and the desire of students to do the
task had increased. For the third cycle,
observations were carried out in the
classroom by looking at the activeness of
students to pay attention to media images,
enthusiasm of students in learning
Christianity and the execution of tasks and
the results obtained during the use of image
media methods applied in each cycle for
learning Christianity had increased, both the
values and attitudes given by students.
d. Reflection
Based on the results of observation and
evaluation of cycle I, reflection was
conducted so it is known that student activity
and student learning outcomes in the first
cycle was not maximal as most students had
not understood the subject matter and not
enthusiastic to follow the lesson. It was found
in the evaluation that the students’ learning
results were not maximal and many students
still got the scores which were below the
specified KKM standard. Furthermore, in the
second cycle of observation and evaluation,
most students had understood the material
and able to give results that exceed the
standard score, only a small part that still had
not increased in the score obtained. After
cycle I and cycle II were implemented, the
third cycle was implemented. In the third
cycle students, had begun to understand the
learning materials and had shown results that
exceed the specified standard. Students were
more active in asking questions and
performing tasks and in working together in
group tasks. Increased student activity in
learning affects the student learning outcomes
both in groups and individuals.
2. Scores Evaluation Results
Based on the evaluation of the scores obtained
in the three classroom action research cycles,
there are three evaluation aspects that were
assessed as well as the results of each student's
scores:
a. Group task
In the execution of this group task students
were divided into five groups with each
group consisting of three people who were
determined by the teacher. The tasks
assigned to each group were the same, the
purpose of the division of the group was to
see the seriousness of the students in
working together and the activity of the
students to ask questions to the friends of
one group or with the group's different
friends, as well as the results obtained by
each group. In each cycle, group division
was conducted, in order to see
improvement of result obtained by the
Increasing Student Learning Motivation through the Use of Image Media in Learning Christian Education in the 2nd Grade Public
Elementary School of Palangka Raya
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students and attitude change from each
student (Mohammad Adnan Latief , 2009)
b. Individual task
Individual tasks were carried out in each
cycle to see students' ability to understand
the subject matter the teacher had
discussed. Individual assignment was
conducted at the end of each lesson, in the
form of repetition in writing, or home
assignments. With the assignment of
individual tasks, the increase in the score
obtained by each student in each CAR
cycle was found.
c. Student learning activities
Aspects assessed in the learning activities
were activities undertaken by teachers to
students by observing the learning process
that took place in the classroom. This
assessment was performed on each CAR
cycle, by looking at changes in the results
obtained from the first, second, and third
cycles. The purpose of this learning activity
was to have the students to be more active
and enthusiastic to learn, as well as teachers
to be able to know the teaching methods
that must be prepared to make students
actively involved in the learning process,
especially subjects of Christian Religion.
The results of group evaluation of cycles I,
II, and III can be seen in the table below.
Table 1: Results of cycle groups I, II, III
No
Group name
Score
Cycle
I
Cycle
II
Cycle
III
1
Group 1
(Daniel, Dhesy, Candra)
70
75
95
2
Group 2
(Ferdi, Karina, Leli)
65
100
100
3
Group 3
(Natalia, Jefri, Ryo)
65
75
85
4
Group 4
(Saveni, Tius,Wantie)
75
80
100
5
Group 5
(Yuliasi,Gancahita,
Yeskiyel)
60
90
100
Amount
335
420
480
Average
60
62
71
Based on the above data it can be seen that the
lowest score of cycle I was 60 and the highest was
75, while for cycle II the lowest score was 75 and
the highest was 90, and cycle III there was no low
score but the score obtained by students was
between 85-100. The average score in cycle I was
60, in the cycle II was 62, and the cycle III was 71.
More details can be seen in the graph of the average
group value below.
Figure 1: The average graph of group values per cycle
Each CAR cycle was evaluated according to CAR
indicators. The evaluation was carried out
individually with the number of questions of 5 items
to be completed within 15 minutes. The form of the
problem used was a description. Individual test
results for each subsequent cycle are presented in
Table 2 below.
Table 2. Results of individual cycles I, II, III
N
o
Name
of
Studen
t
Score
Exhaustiveness
Cy
c. I
Cyc
II
Sik.
III
Cyc. I
Cyc.
II
Cyc.I
II
1
Daniel
60
60
95
TT
TT
T
2
Dhesy
R.
75
80
95
T
T
T
3
Candr
a W.
60
60
95
TT
TT
T
4
Ferdi
G.
60
65
100
TT
T
T
5
Karina
B.
75
95
100
T
T
T
6
Leli
M.
75
70
100
T
T
T
7
Natali
a D.
75
80
95
T
T
T
8
Jefri
70
70
95
T
T
T
9
Ryo
T.E
60
60
95
TT
TT
T
1
0
Saveni
70
80
100
T
T
T
1
1
Tius
60
80
100
TT
T
T
1
2
Wanti
e K.
60
60
100
TT
TT
T
1
3
Yulias
i R.
60
95
100
TT
T
T
1
4
Ganca
H.
70
90
95
T
T
T
1
5
Yeskiy
el A.B
60
70
95
TT
T
T
Amou
nt h
99
0
1115
1460
T= 7
TT=
8
T=1
1TT
=4
T=15
TT=0
Avera
ge
66
74,3
97,3
Persen
tase
T=46
%TT
=53%
T=7
3%
TT=
26%
T=10
0%
TT=0
%
50
55
60
65
70
75
Siklus I Siklus IISiklus III
Rata-Rata
Nilai
ICELS 2019 - International Conference on Education, Language, and Society
674

Description: Cyc. I = First cycle, Cyc. II = The
second cycle, Cyc. III = Third cycle, TT =
Unfinished, T = Completed
Based on the results of the learning evaluation of
each cycle, in the first cycle it was found that the
highest score was 75 and the lowest was 60, 7
students completed the evaluation and 8 students did
not. Furthermore, in the second cycle of learning
evaluation conducted with the results of the highest
score of 95 and the lowest was 60 with a mastery of
11 students and 4 students did not complete the
evaluation. In the evaluation carried out in cycle III,
the highest score was between 95-100 and without
low score, with 15 students completed the
evaluation.
Learning completeness in the first cycle only
reached 46%, but in the second cycle increased to
73% and in the third cycle to 100%. Meanwhile, the
graph of non-completeness decreased in cycle I by
53%, then in cycle II to 26% and in cycle III to 0%.
This means that cycle II was better than cycle I and
cycle III was better than cycle II so it can be said
that there was an increase in students' learning
independence on understanding Chiristian Education
materials using assignment method. The results of
complete and incomplete each cycle can be seen in
the graph below with a score of 90-100 (A), 65-85
(B), and incomplete 0-60 (C).
Figure 2. Graphs of completeness and non-completeness
individual values for each cycle
The result of observation on student activity of
each subsequent cycle can be seen in table below.
Table 3. Student learning activities cycle I, II, III
N
o
Aspects are observed
in learning
Percentage
Cyc.I
Cyc.II
Cyc.III
1
Responding to the
goals of the teacher
60 %
70 %
80 %
2
Being enthusiastic and
ready to learn about "
Get to know God's
creation "
60 %
70 %
80 %
3
Paying attention to the
illustrations of the
teacher as an
70 %
80 %
90 %
apperception
4
Taking note of the
lesson presented
80 %
80 %
90 %
5
Understand the tasks
that must be done in
learning
60 %
70 %
80 %
6
Completed the
questions on the
worksheet
70 %
80 %
80 %
7
Discuss in the group in
an orderly manner to
do the task
50 %
70 %
90 %
8
Responding to the
award given by the
teacher
60 %
70 %
90 %
9
Asking question
60 %
60 %
80 %
10
Having the motivation
to do the task
50 %
70 %
80 %
11
Answering the
questions asked by the
teacher
60 %
70 %
80 %
12
Noting the conclusions
of the subject matter
70 %
70 %
80 %
13
Taking notes on the
tasks to be done at
home
80 %
80 %
90 %
14
Know the
shortcomings of the
work during the lesson
60 %
70 %
80 %
15
Work on the final
evaluation
100 %
100 %
100 %
Average percentage
66 %
74 %
84,67 %
Based on the above data, students’ learning
activity in the first cycle only reached an average of
66%. This means that there were still low student
activity. Then again the observation on cycle II, with
the results of the students’ activity increased to 74%.
The observation was still conducted in the third
cycle with the percentage increased to 84.67%.
Cycle III was better than cycle II, and cycle I. To be
more easily understood it can be seen in the graph of
the average percentage below.
0
20
40
60
80
100
Siklus 1 Siklus 2 Siklus 3
Ketuntasan
Increasing Student Learning Motivation through the Use of Image Media in Learning Christian Education in the 2nd Grade Public
Elementary School of Palangka Raya
675

Figure 3. Graph of average percentage of learning
activities per cycle
The researcher observed that the results of the
students' scores from each cycle gradually
improved. The result in cycle I had not been
maximally given by each student both from
group and individual task, yet was improved in
cycle II and III. The researcher also observed
changes in the attitude given by each student
who in cycle I was not enthusiastic to follow the
lessons and in doing the task, but in the second
and third cycle began to change attitude. It can
be seen in table 3, to see the increase in each
cycle.
3. Student Motivation in Learning Christian
Education
Basic on the observations of researchers during
their time at Palangka Raya 1 Public Elementary
School regarding the learning motivation of
students in Christian subjects, it was very
concerning. Because many students do not do
assignments when religious subjects take place.
In order for the learning process to run well, the
researcher applies the recitation method to see
students' learning motivation in Christian
Religious Education. The method of drawing
media helps to improve the intellect, attitudes,
and skills of students. By using the image media
method the creation of harmony and good
cooperation with teachers, students, and among
other students (Slemeto, 2010: 38).
Therefore, researcher conducted classroom
action research to see the level of student
learning independence in doing the task given
by the teacher. By using four stages in CAR
according to Kusumah and Dwitagama (2012:
20) that is:
a. Planning is when a researcher is planning
each activity to be carried out in classroom
action research and preparing things to be
used in the learning process such as lesson
plan, sheets of observation of teachers and
students, conducted simultaneously by
peers.
b. Implementation is an activity or action
undertaken by researchers in classroom
action research, especially in terms of
teaching and learning by using the method
of individual assignment.
c. Observation is an activity carried out
simultaneously with the implementation,
the researcher who acts as a teacher. In
addition, researcher also make observations
of students. Meanwhile, peers make
observations of the activities undertaken by
teachers.
d. Reflection is an activity to recall the results
of the learning process that has been
implemented and then make improvements
in the next cycle.
According to Moore the level of learning
independence consists of determining the learning
objectives to be achieved by students and teachers to
help direct the learning process of students, learning
materials or media to be used in student learning,
and the results of student learning evaluations
obtained by effort and hard work during self-
Rusman, 2010: 354). During the independent
learning process students are not alienated or kept
away from friends and teachers, but the most
important in the process of independent learning
there is an increase in the ability and skills of
students in the learning process without the help of
others, so in the end students are not dependent on
teachers, mentors, or friends in learning.
When assigned group and individual tasks to
each student can be done well. If faced with
difficulty in work tasks students can ask friends or
teachers directly. Friends can be used as a tool to
measure students' abilities, and the teacher is tasked
with being a facilitator to provide assistance if
students do not understand the material that has been
discussed in each meeting in accordance with the
cycle. In the end can be seen the value obtained from
each student is better than before and exceeds the
predetermined value standard. Therefore, the level
of learning independence that is given to students
can be viewed from the results obtained each cycle.
Learning motivation of learning also speaks of
the change in attitude that the student gives from
within himself which is the result of self-experience
and practice without being dependent on others. In
the behavior of freedom, assessment and responsible
for the task that has been given to him (Sanjaya,
2011: 228). Attitudes shown by each student in the
implementation of learning in the first cycle of CAR
0%
20%
40%
60%
80%
100%
Siklus ISiklus
II
Siklus
III
Rata-Rata…
ICELS 2019 - International Conference on Education, Language, and Society
676

less maximal, most students do not pay attention to
the process of learning and not doing the task.
Furthermore, the learning is done in the second
cycle, the students have undergone a change of
attitude and doing the task and actively involved in
the group discussion. In the third stage of the
learning process has improved both the results and
attitudes that students provide by actively involved
in learning and doing the task of the teacher (Tatang
Sunendar: 2017)
In the learning process, students should be
encouraged to carry out activities that can foster the
process of creative activities. Therefore the image
media method can be used to support learning,
especially in Christian subjects. The use of image
media methods has the aim of fostering an
explorative learning process, encouraging students
to behave creatively, familiarizing students with
comprehensive thinking, and fostering students'
independence in learning (Slemeto, 2010: 300). And
must be considered in the use of the recitation
method according to Rusman (2010: 359) that the
task must be aimed at students either individually or
in groups, tasks can be completed or done in class
and outside the classroom, and the task is the final
step to see the ability of each students in
understanding the material that has been discussed
by the teacher.
At the time of the implementation of classroom
action research in three cycles conducted by
researchers, initially not so satisfying both from the
results of the group and individuals there are still
many students whose average values below are
standardized. Therefore, researchers apply an
individual assignment method for each cycle, to see
the extent of students' understanding of the subject
matter. The assignment needs to be developed at the
end of each discussion of the material, so as to help
improve the ability to think, change attitudes, and
skills of students.
The first cycle is applied in the class with each
end of the lesson students are given assignments
according to the material that has been discussed,
there are still many students who do not understand
and do not even do assignments for various reasons,
one of which is left at home. Researchers try to
make it more interesting to study Christianity by still
giving assignments at the end of the lesson for the
second cycle. After being rated and examined the
results given have increased, students have begun to
understand the subject matter and want to do every
task the teacher gives. Then in the third cycle, the
results given by students are more than the standard
values that have been determined both from group
assignments and individual assignments. Increasing
the results given by students when the image media
method is applied in each lesson, especially
Christian subjects, is clearly visible with the results
obtained and students begin to actively work on both
group and individual tasks.
5 CONCLUSIONS
Based on a description of improving student learning
motivation through the use of image media in the
learning of Christian Religion Education in grade 2
students of Palangka Raya 1 State Primary School,
the following conclusions can be drawn:
1. Planning learning of Christian Religion
Education using picture media in grade 2 of State
Elementary School 1 Palangka Raya can be
packaged as attractive as possible both from the
material of learning / material, methods /
strategies and media images that will be used as
well as goals to be achieved by students.
Planning learning that will be made in
accordance with the school curriculum and
adapted to the characteristics of the ability level
of grade 2 of Palangka Raya 1 State Elementary
School to make it easier for students to
understand the material provided so that the
expected goals can be achieved.
2. The use of drawing media by the teacher in the
learning process of Christian Religion can
increase the learning motivation of grade 2
students at Palangka Raya 1 Public Elementary
School. This can be evidenced from the results of
student learning activities in each cycle
experiencing a significant increase, among
others: in the first cycle (first cycle) an average
of 67, 85 and completed only 5 students
(71.43%) while the unfinished totaling 2 students
(28.57%) proved that learning in cycle I was in
line with expectations, while in cycle II (second
cycle) an average of 85.71 and all students
(100%) completed proved that it was appropriate
with expectations and learning using image
media proved to be able to increase student
learning motivation seen from the comparison of
the final student test.
6 SUGGESTIONS
Based on the conclusions obtained, there are several
suggestions as follows:
Increasing Student Learning Motivation through the Use of Image Media in Learning Christian Education in the 2nd Grade Public
Elementary School of Palangka Raya
677

1. Learning by using media in the form of pictures
has provided a variety of varied learning to
students especially grade 2 in Palangka Raya 1
Public Elementary School, because the material
can easily be understood by students and the use
of media in the form of images can be used
optimally.
2. Teachers should be able to carry out Active,
Innovative, Creative, Effective, and Fun
learning, so that students will be passionate and
motivated to study seriously in the learning
process, the teacher should look for experiences
that can be given to students in finding
something that has never been obtained.
3. Schools should advise teachers to use one of the
learning media in the form of picture media in
the learning process.
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Increasing Student Learning Motivation through the Use of Image Media in Learning Christian Education in the 2nd Grade Public
Elementary School of Palangka Raya
679