<![CDATA[This study aims to describe and analyze the implementation of B.F. Skinner's Behaviorist learning theory in improving the learning motivation and classroom participation of first-grade students at SD Islam Az-Zikri Bone. The study employed a qualitative case study approach. The research subjects consisted of one classroom teacher as the primary informant and 48 first-grade students as the observation subjects. Data were collected through participant observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, and member checking. The findings revealed that, at the beginning of the learning process, many students were passive, lacked self-confidence, and hesitated to answer the teacher's questions. To address this situation, the teacher provided learning stimuli through questions, instructions, and encouragement accompanied by positive reinforcement in the form of verbal praise, applause, thumbs-up gestures, and star rewards as a token economy system. The consistent application of positive reinforcement significantly improved students' confidence, participation, classroom engagement, and learning motivation. These findings demonstrate a stimulus-response-reinforcement pattern consistent with Skinner's operant conditioning theory, which states that behaviors followed by positive consequences are more likely to be repeated. This study concludes that the appropriate and proportional implementation of positive reinforcement creates a more interactive learning environment, enhances students' self-confidence, and strengthens learning motivation during the early years of elementary education.]]>
