Abstract

Learning enthusiasm among elementary school students often declines due to fatigue, monotonous teaching methods, and limited classroom activity variation. This condition poses a serious challenge for teachers in maintaining students’ motivation and engagement throughout the learning process. One strategy to address this issue is Ice Breaking, which consists of simple refreshing activities such as educational games, motivational chants, or light physical movements carried out during lessons to ease the atmosphere, restore concentration, and foster learning enthusiasm. This study aims to analyze the implementation of Ice Breaking in enhancing the learning enthusiasm of fourth-grade students at SDN 1 Labuapi. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation, involving the classroom teacher and fourth-grade students as research subjects. The findings reveal that Ice Breaking has a positive impact on increasing student participation, reducing boredom, and strengthening social interaction between teachers and students. Students showed enthusiastic responses; their facial expressions became more cheerful, active, and focused after the activities. Teachers also reported that Ice Breaking helped manage previously less conducive classes into more orderly and enjoyable learning environments. These results are consistent with previous studies emphasizing the importance of addressing students’ emotional and psychological aspects in creating meaningful learning experiences. Therefore, Ice Breaking can be recommended as an effective and innovative learning strategy in elementary schools, particularly for sustaining students’ motivation and enthusiasm for learning.

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