The Effect Of Ice Breaking Implementation On Students' Learning Interest In Economics Learning In Grade X

Abstract

The low learning interest of students in the Economics subject at SMA Swasta Imelda Medan has resulted in many students not achieving the Minimum Mastery Criteria (KKM), which is suspected to be influenced by less varied teaching methods and minimal student engagement in the learning process. This study aims to examine the effect of ice breaking implementation on students' learning interest in Economics class X at SMA Swasta Imelda Medan. This research uses a quantitative approach with a quasi-experimental method (One Group Pretest-Posttest Design). The sample consists of 32 students in class X whose learning interest was measured before and after the implementation of ice breaking. Data were analyzed using simple linear regression and Shapiro-Wilk normality test to ensure data distribution normality. The results show an R Square value of 0.712, indicating that ice breaking implementation can explain 71,2% of the variation in students’ learning interest. The correlation coefficient (R) of 0.844 indicates a moderate to strong relationship between ice breaking and students’ learning interest. The normality test shows that the data are normally distributed with a Shapiro-Wilk significance value greater than 0.05. In conclusion, the implementation of ice breaking has a significant effect on students' learning interest in Economics class X at SMA Swasta Imelda Medan. This study suggests that ice breaking should continue to be used as a teaching strategy to enhance students' learning interest