Efektivitas Pendekatan Sosial-Kultural dalam Meningkatkan Motivasi Belajar Matematika pada Mahasiswa Nommensen Program Studi Pendidikan Matematika

Abstract

This study analyzes students' perceptions of the effectiveness of a sociocultural approach in supporting mathematics learning motivation among prospective mathematics teachers at Universitas HKBP Nommensen Pematangsiantar. A descriptive quantitative post-implementation survey was conducted with 30 students from one class selected purposively. The available dataset consisted of a global evaluation item rated on a five-point Likert scale. Data were analyzed using frequency, percentage, and weighted mean. The results showed that 33.3% of students strongly agreed, 36.7% agreed, 16.7% selected the moderate category, 10.0% disagreed, and 3.3% strongly disagreed. The combined positive response reached 70.0%, while the weighted mean was 3.87, classified as high. These findings indicate that students generally perceived the sociocultural approach positively because it positioned mathematics within meaningful social, cultural, and everyday contexts. Nevertheless, the result represents perceived effectiveness rather than causal evidence of increased motivation because the study did not employ a pretest, comparison group, or multidimensional validated scale. This study contributes preliminary evidence on the acceptance of sociocultural mathematics learning in a preservice teacher education context and provides a basis for stronger experimental and mixed-method research.