<![CDATA[ABSTRACT Social Studies learning, particularly geography and history, still faces limitations in the use of instructional media that can support student engagement, resulting in less optimal learning motivation and achievement. This study aimed to analyze the effect of using maps and globes on learning achievement, the relationship between their use and learning motivation, and the relationship between motivation and learning achievement among eighth-grade students at SMP Negeri 2 Kediri and SMP Negeri 2 Kuripan. A quantitative approach with an experimental design was employed, involving an experimental group taught using maps and globes and a control group taught without these media. Data were collected through learning achievement tests and motivation questionnaires whose validity and reliability had been established. Data were analyzed using t-tests, Pearson product-moment correlation, and multiple correlation after normality and homogeneity assumptions were met. The results showed significantly higher learning achievement in the experimental group in geography (t = 12.59) and history (t = 8.29), with t-table = 1.981. The use of maps and globes also showed positive correlations with learning motivation (r = 0.708; 0.797). These findings indicate that maps and globes support students’ motivation and learning achievement in Social Studies. ABSTRAK Pembelajaran Pengetahuan Sosial (IPS), khususnya geografi dan sejarah, masih menghadapi keterbatasan penggunaan media pembelajaran yang dapat mendukung keterlibatan siswa, sehingga motivasi dan hasil belajar belum optimal. Penelitian ini bertujuan menganalisis pengaruh penggunaan media peta dan globe terhadap hasil belajar, hubungan penggunaannya dengan motivasi belajar, serta keterkaitan motivasi dengan hasil belajar siswa kelas VIII SMP Negeri 2 Kediri dan SMP Negeri 2 Kuripan. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen yang melibatkan kelompok eksperimen menggunakan media peta dan globe dan kelompok kontrol tanpa media tersebut. Data dikumpulkan melalui tes hasil belajar dan angket motivasi yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan melalui uji-t, korelasi product moment, dan korelasi ganda setelah terpenuhinya uji normalitas dan homogenitas. Hasil menunjukkan bahwa hasil belajar kelompok eksperimen lebih tinggi secara signifikan pada geografi (t = 12,59) dan sejarah (t = 8,29), dengan t tabel = 1,981. Media peta dan globe juga berkorelasi positif dengan motivasi belajar (r = 0,708; 0,797). Temuan menunjukkan bahwa penggunaan media peta dan globe mendukung motivasi dan hasil belajar IPS.]]>
