HE INFLUENCE OF TEACHER COMMUNICATION STYLE, REWARD GIVING, AND ICE BREAKING IMPLEMENTATION ON ECONOMICS LEARNING MOTIVATION OF STUDENTS AT SMA N 1 BALAPULANG

Abstract

This study looks into how students' willingness to learn economics is affected by the way teachers communicate, the rewards they offer, and the way they use icebreakers. The apparent lack of involvement and excitement among students during economics classes at SMA N 1 Balapulang is what inspired this study. The goal of the study is to determine which instructional techniques, particularly in disciplines that are frequently viewed as less appealing, can best stimulate students' interest and drive. Data for this quantitative correlational study was gathered from a sample of 40 students in class XI at SMA N 1 Balapulang using a questionnaire-based survey method. Using proportionate stratified random sampling, the sample was chosen. To investigate the effects of the three independent factors (icebreaking, reward provision, and teacher communication style) on the dependent variable (learning motivation), data were analyzed using multiple linear regression. The results show that icebreakers, reward systems, and instructor communication styles all significantly increase students' willingness to learn economics. Furthermore, when examined concurrently, the three factors work together to raise students' motivation for studying. This shows that students' excitement for learning may be significantly increased by a teacher's good communication, regular incentive systems, and interesting classroom activities like icebreakers.The study's scope is restricted to a single school and topic area, which limits how broadly the results can be applied. Subjective bias may also be introduced by depending too much on self-reported data. For deeper insights, future studies should examine larger contexts and
incorporate qualitative observations.