<![CDATA[ABSTRACT Irregular homework assignments may limit the continuity of students’ learning activities beyond classroom instruction. This study examines whether continuous homework assignment is associated with students’ learning motivation and academic achievement, while also investigating the relationship between these two aspects among fifth- and sixth-grade students at SDN 2 Banyumulek and SDN 1 Dasan Baru. A quantitative approach was employed using a Pretest–Posttest Control Group Design, with an experimental group receiving homework at the end of each lesson and a control group receiving assignments on a non-continuous basis. Data were collected through a learning motivation questionnaire and an academic achievement test, then analyzed using descriptive statistics, normality and homogeneity tests, an Independent Samples t-test, and Pearson Product Moment correlation. The experimental group obtained a mean motivation score of 84.20 (SD = 9.94), higher than the control group’s 72.70 (SD = 9.68). For academic achievement, the respective means were 19.85 (SD = 3.93) and 16.80 (SD = 3.55). The difference in motivation was significant (t = 5.516; Sig. = 0.000), as was academic achievement (t = 3.646; Sig. = 0.000) and the motivation–achievement relationship (t = 4.621; Sig. = 0.000). The treatment interaction was also significant (Sig. = 0.046). These findings indicate that continuous homework can serve as part of instructional management that supports students’ motivational and academic outcomes. ABSTRAK Ketidakteraturan pemberian pekerjaan rumah dapat membatasi keberlanjutan aktivitas belajar siswa setelah pembelajaran di kelas. Penelitian ini menelaah apakah pemberian tugas secara kontinyu berkaitan dengan motivasi dan prestasi belajar, sekaligus melihat keterkaitan kedua aspek tersebut pada siswa kelas V dan VI SDN 2 Banyumulek dan SDN 1 Dasan Baru. Pendekatan kuantitatif digunakan melalui Pretest–Posttest Control Group Design, dengan kelompok eksperimen yang memperoleh pekerjaan rumah pada setiap akhir pembelajaran dan kelompok kontrol yang menerima tugas secara tidak kontinyu. Data dikumpulkan melalui angket motivasi belajar dan tes prestasi belajar, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, Independent Samples t-test, dan korelasi Pearson Product Moment. Rata-rata motivasi kelompok eksperimen mencapai 84,20 (SD = 9,94), lebih tinggi daripada kelompok kontrol sebesar 72,70 (SD = 9,68). Pada prestasi belajar, rata-rata kedua kelompok masing-masing 19,85 (SD = 3,93) dan 16,80 (SD = 3,55). Perbedaan motivasi signifikan (t = 5,516; Sig. = 0,000), demikian pula prestasi belajar (t = 3,646; Sig. = 0,000) dan hubungan motivasi–prestasi (t = 4,621; Sig. = 0,000). Interaksi perlakuan juga signifikan (Sig. = 0,046). Temuan ini menegaskan bahwa kontinuitas pekerjaan rumah dapat menjadi bagian dari pengelolaan pembelajaran yang mendukung capaian motivasional dan akademik siswa.]]>
