LEARNING MOTIVATION AMONG CHILDREN WITH MILD INTELLECTUAL DISABILITIES IN AFTER-SCHOOL TUTORING PROGRAMS

Abstract

This study aims to explain the motivations of children with mild intellectual disabilities when participating in after-school tutoring at SLB C Kedungkandang. The study employs a qualitative approach with a descriptive design. The subjects of this study were children with mild intellectual disabilities who actively participated in after-school tutoring activities. Data were collected through interviews and observations of students, parents, and supporting teachers. The results indicate that the learning motivation of children with mild intellectual disabilities is influenced by both intrinsic and extrinsic factors. Intrinsic motivation is evident in their desire to participate in the tutoring sessions, their efforts to complete assignments, and the joy they express while learning. However, these children still face challenges such as getting bored quickly, difficulty concentrating, and being affected by their moods. Meanwhile, external motivation can be derived from parental support, attention from tutors or teachers, a comfortable learning environment, and praise and rewards. Support from a positive learning environment can boost children’s enthusiasm and engagement during tutoring sessions. Therefore, it is important for parents and teachers to work together to create a learning environment that suits the personality and needs of children with mild intellectual disabilities, so that the children’s motivation to learn can develop properly.