Examining the Effect of the Missouri Mathematics Project Learning Model on Junior High School Students’ Learning Motivation
DOI:
https://doi.org/10.59110/edutrend.858Keywords:
Learning Motivation, Mathematics Learning, Missouri Mathematics Project, Quasi-Experimental Study, Secondary School StudentsAbstract
This study examines the effect of the Missouri Mathematics Project (MMP) learning model on the mathematics learning motivation of seventh-grade students at SMP Negeri 1 Sedayu. A quasi-experimental method with a nonequivalent control group design was employed. The participants consisted of two classes: class VII B as the experimental group implementing the MMP model and class VII D as the control group receiving conventional instruction, involving 31 and 32 students respectively. Students’ learning motivation was measured using a validated motivation questionnaire. Data were collected through pretest and posttest administrations and analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, paired sample t-test, and independent sample t-test at a 5% significance level. The results indicate that the Missouri Mathematics Project learning model did not produce a significant improvement in students’ learning motivation. The experimental group showed no significant motivational gain after the intervention, while the control group demonstrated a higher increase in learning motivation through conventional instruction. Differences in learning motivation between groups were influenced by students’ internal and external factors. These findings suggest that although the Missouri Mathematics Project effectively supports structured cognitive learning, it has not yet optimally addressed affective aspects such as learning motivation. Therefore, the integration of explicit motivational strategies is necessary to enhance students’ engagement in mathematics learning.
References
Abu-Yaman, A., & Shechtman, Z. (2022). Teacher instructional immediacy and affective learning in classroom settings. Teaching and Teacher Education, 112, Article 103631. https://doi.org/10.1016/j.tate.2022.103631
Aini, I. N., Lestari, A. S. B., & Khoiri, M. (2025). Analisis faktor-faktor yang mempengaruhi minat belajar matematika siswa kelas XII SMA Negeri 1 Kejayan. Indo-MathEdu Intellectuals Journal, 6(1), 793–802. https://doi.org/10.54373/imeij.v6i1.2433
Apriyani, Y. (2023). Pengaruh model pembelajaran Missouri Mathematics Project (MMP) terhadap kemampuan komunikasi matematis siswa. Indonesian Journal of Instructional Media, 1(3), 359–368. https://doi.org/10.31004/ijim.v1i3.40
Apriyanti, E. A. (2023). Model pembelajaran realistic mathematics education dalam meningkatkan pemahaman konsep matematika siswa sekolah dasar. Jurnal Educatio FKIP UNMA, 9(4), 1978–1986. https://doi.org/10.31949/educatio.v9i4.5940
Arnidha, Y. (2021). Membentuk karakter logis, kritis, kreatif, dan inovatif dalam pembelajaran matematika melalui pendekatan saintifik. Jurnal e-DuMath, 7(1), 35–41. https://doi.org/10.52657/je.v7i1.1359
Aufa, N. Z. (2021). Pengembangan perangkat pembelajaran model Missouri Mathematics Project (MMP) berbantuan software GeoGebra untuk meningkatkan pemahaman konsep siswa. Jurnal Inovasi Penelitian, 2(8), 2377–2394.
Campbell, T. G., Vela, K., & Powell, T. (2025). Interest, enjoyment, and confidence in mathematics in the United States: Exploring patterns across age, gender, race, and time. Large-Scale Assessments in Education, 13(1). https://doi.org/10.1186/s40536-025-00258-7
Daulay, M. B. (2024). Analisis penggunaan model pembelajaran Missouri Mathematics Project (MMP) pada pembelajaran matematika dalam meningkatkan hasil belajar. J-CEKI: Jurnal Cendekia Ilmiah, 3(5), 4922–4930. https://doi.org/10.56799/jceki.v3i5.4721
Fata, R., Haji, S., & Sumardi, H. (2023). Pengaruh model pembelajaran Missouri Mathematics Project (MMP) terhadap kemampuan penalaran dan pemecahan masalah matematika siswa MTs Ja-Alhaq Kota Bengkulu. Jurnal Lebesgue, 4(3). https://doi.org/10.46306/lb.v4i3.452
Gahramanli, N. (2025). The relationship between students’ learning motivation and academic achievement. Revista Gênero e Interdisciplinaridade, 6(4), 172–185. https://doi.org/10.51249/gei.v6i04.2624
Guan, B., Zhang, X., Duan, B., & Ruan, Q. (2024). Effect of teacher–student relationships on the online learning motivation of secondary school students. Social Behavior and Personality, 52(9), 1–10. https://doi.org/10.2224/sbp.13317
Haerani, N., Ramadhana, F., Ridawati, I., Ayudiningsi, F. A., & Zalsabilah, Z. (2024). Analisis faktor-faktor yang mempengaruhi motivasi belajar pada anak usia dini. Ta’rim, 6(1), 234–243. https://doi.org/10.59059/tarim.v6i1.2008
Hanaris, F. (2023). Peran guru dalam meningkatkan motivasi belajar siswa: Strategi dan pendekatan yang efektif. Jurnal Kajian Pendidikan dan Psikologi, 1(1), 1–11. https://doi.org/10.61397/jkpp.v1i1.9
Hariani, M. D. (2024). Upaya meningkatkan motivasi belajar siswa melalui pendekatan kolaboratif dalam pendidikan modern. Jurnal Pendidikan, Penelitian, dan Pengabdian Masyarakat, 35–48.
Hettinger, K., Lazarides, R., & Schiefele, U. (2022). Motivational climate in mathematics classrooms: Teacher self-efficacy for student engagement, emotional support, and student interest. Educational Studies in Mathematics, 55(2), 413–426. https://doi.org/10.1007/s11858-022-01430-x
Hidayah, A., & Aulia, I. (2015). Penerapan model pembelajaran Missouri Mathematics Project (MMP) terhadap kemampuan pemecahan masalah siswa di SMP. Edu-Mat: Jurnal Pendidikan Matematika, 3(1). https://doi.org/10.20527/edumat.v3i1.629
Hu, S., & Ma, X. (2022). Affect, motivation, and engagement in the context of mathematics education: Testing a dynamic model. Alberta Journal of Educational Research, 68(3). https://doi.org/10.55016/ojs/ajer.v68i3.72509
Huber, S. E., Edlinger, M., Lindstedt, A., Kiili, K., & Ninaus, M. (2024). Game elements improve affect and motivation in a learning task. International Journal of Serious Games, 11(4), 103–126. https://doi.org/10.17083/ijsg.v11i4.769
Intan, D. N. (2022). Strategi guru untuk mencapai tujuan pembelajaran pada pembelajaran matematika di sekolah dasar. Jurnal Basicedu, 6(3), 3302–3312. https://doi.org/10.31004/basicedu.v6i3.2287
Ju, R., Hong, S., & Song, J. H. (2024). Differential effects of graduate students’ motivational orientations and motivational strategy interventions on learning outcomes. Journal of Applied Research in Higher Education. https://doi.org/10.1080/23735082.2024.2314769
Lecias, B. A. (2025). Instructional immediacy of teachers and students’ motivation in District 1, Davao City. International Journal of Innovative Science and Research Technology, 1713–1714. https://doi.org/10.38124/ijisrt/25aug1172
Ma, X. (2024). Motivation, engagement, and achievement in mathematics education. Journal of Educational Psychology, 116(1), 1–15. https://doi.org/10.1037/edu0000754
Nirtha, E. A. (2024). Faktor-faktor yang memengaruhi minat dan motivasi belajar numerasi mahasiswa PGSD. Edukasi Tematik: Jurnal Pendidikan Sekolah Dasar, 5(2), 1–11. https://doi.org/10.59632/edukasitematik.v5i2.462
Nurdiyanto, H., Supriyono, & Kurniawan, H. (2014). Eksperimentasi model pembelajaran Missouri Mathematics Project (MMP) ditinjau dari motivasi dan prestasi belajar matematika. Jurnal Pendidikan Matematika, 11(2).
Pertiwi, N. F., & Rosnawati, R. (2024). Efektivitas model pembelajaran Missouri Mathematics Project ditinjau dari pemecahan masalah dan motivasi belajar siswa SMP. Edu-Mat, 12(2), 231. https://doi.org/10.20527/edumat.v12i2.16480
Pratama, I. G. (2024). Kunci sukses pembelajaran efektif: Tinjauan systematic literature review hubungan gaya kognitif, regulasi diri, dan motivasi. Psycho Aksara: Jurnal Psikologi, 2(1), 73–79. https://doi.org/10.28926/psychoaksara.v2i1.1422
Pratikno, H., & Dewanti, S. S. (2014). Efektivitas model pembelajaran Missouri Mathematics Project (MMP) dilengkapi metode Course Review Horay (CRH). Kaunia: Integration and Interconnection Islam and Science, 10(1), 20–29. https://doi.org/10.14421/kaunia.1062
Purwati, N. (2021). Pengaruh pembelajaran Missouri Mathematics Project terhadap hasil belajar siswa ditinjau dari motivasi belajar. Indonesian Journal of Education and Learning Mathematics, 62–67.
Rahmiati, R. (2023). Peranan guru sebagai motivator terhadap motivasi belajar siswa. Innovative: Journal of Social Science Research, 6007–6018.
Safitri, D. N., Rochaminah, S., Hasbi, M., & Baharuddin, B. (2024). Pengaruh minat dan motivasi belajar terhadap hasil belajar matematika siswa. JUDIKA, 7(1). https://doi.org/10.31539/judika.v7i1.10162
Sanatang, Fakhri, M. M., & Anandari, D. R. (2024). Pengaruh model blended learning berbasis gamifikasi terhadap motivasi dan hasil belajar mahasiswa. Jurnal MediaTIK, 6(3), 7–13. https://doi.org/10.59562/mediatik.v6i3.1451
Siregar, T. S. (2024). Analisis kesulitan belajar siswa SD dalam mata pelajaran matematika. Jurnal Guru Kita, 8(2), 223–236. https://doi.org/10.24114/jgk.v8i2.53823
Suri, I. R. A., Mujib, M., & Larissa, S. (2024). Pengaruh model pembelajaran Missouri Mathematics Project terhadap kemampuan berpikir kritis matematis. Jurnal Keguruan dan Ilmu Pendidikan, 5(2). https://doi.org/10.25157/j-kip.v5i2.14820
Susanto, R. E. (2024). Strategi pembelajaran matematika untuk meningkatkan kemampuan pemecahan masalah siswa. Jurnal Ilmiah IPA dan Matematika, 2(3), 71–77. https://doi.org/10.61116/jiim.v2i3.479
Suud, F. M. (2022). Peran lingkungan dalam meningkatkan motivasi belajar siswa SD. JCOMENT, 3(2), 64–76. https://doi.org/10.55314/jcoment.v3i2.238
Syamsiah, S., Rahman, A., & Hidayat, M. (2024). Mathematical communication skills through structured learning models. International Journal of Mathematics Education, 19(2), 145–158.
Tambunan, L., & Tambunan, J. (2023). Pengaruh model pembelajaran Missouri Mathematics Project terhadap kemampuan pemahaman konsep matematis siswa. Jurnal Cendekia, 7(3). https://doi.org/10.31004/cendekia.v7i3.2907
Utami, D. S. (2024). Pentingnya motivasi dalam meningkatkan hasil belajar peserta didik sekolah dasar. MARAS: Jurnal Penelitian Multidisiplin, 2(4), 2071–2082. https://doi.org/10.60126/maras.v2i4.557
Vebrianto, R. (2024). Pengembangan instrumen motivasi belajar siswa: Kuesioner. Jurnal Gentala Pendidikan Dasar, 9(1), 83–95. https://doi.org/10.22437/gentala.v9i1.34338
Yuhe, X., & Bhaumik, A. (2025). The role of teacher praise and positive reinforcement in improving student motivation. Lex Localis, 23(S4), 3150–3158. https://doi.org/10.52152/kxe2ea09
Zhang, Z. (2025). The impact of teacher support on students’ learning interest. SHS Web of Conferences, 222, Article 04011. https://doi.org/10.1051/shsconf/202522204011
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rifqi Nuryahya, Nanang Khuzaini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
the Creative Commons Attribution-ShareAlike 4.0 International License | 