<![CDATA[The physical classroom environment plays an important role in supporting students’ learning motivation during the learning process. This study aimed to analyze the role of the physical classroom environment in improving learning motivation in Natural and Social Sciences (IPAS) among fourth-grade elementary school students. The study employed a qualitative descriptive approach conducted at SD Muhammadiyah Komplek Kolombo during the second semester of the 2025/2026 academic year. Research participants consisted of one fourth-grade teacher and eleven fourth-grade students selected through purposive sampling. Data were collected through observation and semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings revealed that several aspects of the physical classroom environment, including lighting, ventilation, room temperature, cleanliness, classroom layout, and learning facilities, significantly influenced students’ learning motivation. Adequate lighting, comfortable air circulation, clean classrooms, flexible seating arrangements, and supportive learning facilities contributed to students’ attention, enthusiasm, participation, perseverance, and interest in learning IPAS. Conversely, inadequate lighting, poor ventilation, and uncomfortable classroom conditions tended to reduce students’ concentration and learning enthusiasm. These findings indicate that the physical classroom environment is an important external factor in fostering students’ learning motivation. Therefore, schools and teachers should pay greater attention to classroom physical conditions to create a more conducive and meaningful learning environment. ]]>
