The learning process for students is not limited to listening to lessons in class; it also requires direct experience exploring the surrounding environment. Environmental exploration activities offer students opportunities to develop curiosity and motivation to learn. One factor that drives students’ learning motivation is the creation of a sense of awe or awe emotion.
Awe emotion is an intense emotional response experienced by an individual when confronted with extraordinary objects, events, or people. Awe is also regarded as a positive emotion that evokes feelings of wonder, amazement, and admiration, transcending ordinary ways of thinking in daily life.
Building on this idea, a team from the Faculty of Psychology, Universitas Gadjah Mada (Psychology UGM) under the 2025 Student Creativity Program (PKM UGM) conducted a study titled “Learning with a Sense of Awe: Exploring Awe Emotion in Elementary School Students’ Learning Motivation.”
The research team, comprising Rizki Dwi Rahmadani Putri, Mentari Diva Ratnamaya, and Rizki Abdillah, investigated how integrating the concept of awe into the learning process can enhance students’ motivation and curiosity.
The study employed an action research approach with data collected through in-depth interviews and non-participatory observations conducted at SDIT Alam Nurul Islam Yogyakarta.
Learning activities using the awe emotion approach helped create a more interactive learning environment for students.
Rizki Dwi Rahmadani Putri explained that the team selected a volcanic eruption simulation as the research approach because it is one of the simplest simulations to create, involving the combination of baking soda and vinegar.
Despite its simplicity, the simulation successfully simulated a volcanic eruption, inspiring awe and motivating students to learn more about the phenomenon.
“We chose the volcanic eruption simulation because it offers a strong visual surprise element and is easy for students to understand,” said the team leader on Tuesday (Oct. 21).
From the findings, the team observed a noticeable increase in students’ curiosity, as they became more eager to explore and learn about volcanic eruptions in greater depth. This encouraged students to further investigate the phenomena demonstrated during the activity.
In addition, Putri noted that the emotion-based learning approach increased students’ willingness to ask their parents questions outside of class, helping them better understand scientific phenomena.
Despite the students’ enthusiasm, Putri admitted that one of the main challenges of the research was distinguishing between students’ emotional responses and expressions. The research team had to ensure that students’ expressions reflected genuine awe rather than confusion.
This became a challenge for the team in creating a learning experience that encouraged active participation.
She also shared that the research provided meaningful experiences for the team, as it allowed them to explore students’ awe emotion through interactive, nature-based learning activities.
She did not expect such a positive response from the students, which motivated them to learn more.
“The students’ enthusiastic responses made us very happy because we succeeded in creating a learning activity that truly motivated them,” Putri said.
Through this awe emotion-based learning research, the team hopes the approach can serve as an innovation for primary education and inspire teachers to connect with students emotionally.
Moreover, awe emotion-based learning is expected not only to educate students cognitively but also to nurture their curiosity, sense of wonder, and learning motivation.
Author: Cyntia Noviana
Editor: Gusti Grehenson
Post-editor: Rajendra Arya
Photographs: PKM team on awe emotion method