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Ice Breaking Boosts Student Motivation in Arts Education, Study Finds
A 2026 study by Juwita and colleagues from Universitas Tadulako reveals that simple “ice breaking” activities significantly improve student motivation in arts and culture classes at elementary level. Conducted at SDN 8 Mamboro and published in the International Journal of Integrative Sciences (IJIS), the research highlights a practical teaching strategy that addresses classroom boredom and low engagement—two persistent challenges in education.
The study comes at a time when educators worldwide are seeking more interactive and student-centered approaches to learning. Arts, Culture, and Crafts (SBdP) subjects play a crucial role in developing creativity, emotional expression, and cultural awareness. However, these subjects often struggle with maintaining student interest, especially when teaching methods become repetitive.
Juwita, Yusdin Bin M. Gagaramusu, Kadek Hariana, Dyah Rahmawati, and Yun Ratna Lagandesa examined how short, engaging classroom activities—commonly known as ice breaking—can transform the learning atmosphere. Ice breaking includes games, short stories, cheers, or interactive exercises designed to refresh students’ focus and energy during lessons.
Simple Method, Clear Results
The research used a quantitative design involving 37 fifth-grade students divided into two groups:
- Experimental group (19 students): taught using ice breaking techniques
- Control group (18 students): taught using conventional methods
Data were collected through observation, interviews, documentation, and pre-test and post-test assessments. The researchers compared student motivation levels before and after the intervention using statistical analysis.
The findings show a clear difference between the two groups:
- Average score (experimental group): 27.21
- Average score (control group): 22.44
- Statistical significance: 0.041 (pretest) and 0.032 (posttest)
Both significance values fall below the 0.05 threshold, confirming that the improvement is statistically meaningful.
In practical terms, students exposed to ice breaking activities were more enthusiastic, engaged, and willing to participate in learning tasks—especially in music and arts activities such as percussion and singing.
Why Motivation Matters in Arts Education
Motivation is a key driver of learning outcomes. Students who feel engaged are more likely to absorb information, develop skills, and participate actively in class. In arts education, motivation becomes even more critical because learning often involves creativity, expression, and collaboration.
The study highlights that traditional teaching methods can lead to monotony, reducing students’ interest. Ice breaking offers a simple yet effective solution by creating a more dynamic and enjoyable classroom environment.
According to the researchers from Universitas Tadulako, the role of teachers is central in maintaining classroom energy. They note that many teachers struggle to find suitable techniques to keep students engaged, making ice breaking a valuable and flexible tool.
Key Findings at a Glance
- Ice breaking significantly increases student learning motivation
- Students become more active and participative during lessons
- Learning outcomes improve in arts and culture subjects
- Classroom atmosphere becomes more enjoyable and less monotonous
These findings reinforce the growing emphasis on interactive learning methods in modern education systems.
Real-World Impact for Education
The implications of this research extend beyond a single classroom. Ice breaking can be easily implemented in schools with minimal resources, making it accessible for both urban and rural education settings.
For teachers, the method provides a practical strategy to:
- Maintain student focus during long lessons
- Reduce classroom boredom
- Encourage creativity and collaboration
For policymakers and education institutions, the study supports the integration of active learning strategies into curricula and teacher training programs.
In addition, ice breaking contributes to the development of soft skills such as communication, teamwork, and confidence—skills that are increasingly valued in the 21st-century education framework.
Academic Insight
Juwita and the research team from Universitas Tadulako emphasize that learning motivation is closely linked to teaching methods. Their findings show that “there is a significant difference in motivation between students taught with ice breaking and those without it,” confirming the effectiveness of this approach in real classroom settings.
This insight positions ice breaking not just as a supplementary activity, but as a strategic component of effective teaching.
Author Profile
Juwita is a researcher in primary education at Universitas Tadulako, specializing in innovative teaching strategies and student motivation. She collaborated with Yusdin Bin M. Gagaramusu, Kadek Hariana, Dyah Rahmawati, and Yun Ratna Lagandesa, who are also affiliated with Universitas Tadulako. Their combined expertise covers education, curriculum development, and arts-based learning.
Source
Journal: International Journal of Integrative Sciences (IJIS)
Year: 2026
DOI: https://doi.org/10.55927/ijis.v5i3.18
URL : https://journalijis.my.id/index.php/ijis/index
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