<![CDATA[Low motivation and conceptual understanding in Science and Social Studies (IPAS) digestive system materials in elementary schools require innovative, interactive, and contextual learning models. This study aims to analyze the effect of Problem Based Learning (PBL) assisted by PADICERNA media on learning motivation and conceptual understanding, as well as the effect of learning motivation on conceptual understanding. This quantitative pre-experimental research using a one group pretest-posttest design involved 28 fifth-grade students selected via purposive sampling. Data were collected using questionnaires and written tests, then analyzed using paired sample t-test and simple linear regression. Results showed an increase in mean learning motivation from 65.71 to 68.35 (p=0.003) and mean conceptual understanding from 56.71 to 79.28 (p=0.000). However, the regression test of motivation on conceptual understanding yielded a significance value of 0.452. The study concludes that PBL assisted by PADICERNA significantly improves motivation and conceptual understanding separately, although learning motivation has no significant direct effect on conceptual understanding. ABSTRAK Rendahnya motivasi dan pemahaman konsep IPAS materi sistem pencernaan di sekolah dasar membutuhkan inovasi model pembelajaran yang interaktif dan kontekstual. Penelitian ini bertujuan menganalisis pengaruh model Problem Based Learning (PBL) berbantuan media PADICERNA terhadap motivasi belajar dan pemahaman konsep siswa, serta menganalisis pengaruh motivasi belajar terhadap pemahaman konsep. Penelitian kuantitatif pre-experimental dengan rancangan one group pretest-posttest design ini melibatkan 28 siswa kelas VA SDN Kalicari 01 yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui angket dan tes tertulis, lalu dianalisis menggunakan uji paired sample t-test serta regresi linear sederhana. Hasil pengujian menunjukkan peningkatan rata-rata motivasi belajar dari 65,71 menjadi 68,35 (p=0,003) dan rata-rata pemahaman konsep dari 56,71 menjadi 79,28 (p=0,000). Namun, uji regresi motivasi terhadap pemahaman konsep menghasilkan nilai signifikansi 0,452. Penelitian menyimpulkan bahwa model PBL berbantuan PADICERNA secara signifikan meningkatkan motivasi belajar dan pemahaman konsep siswa secara terpisah, meskipun motivasi belajar tidak berpengaruh langsung secara signifikan terhadap pemahaman konsep. ]]>
