<![CDATA[ABSTRACT Low learning motivation in Social Studies remains a major challenge in fostering active and meaningful learning at the junior high school level. This study aimed to describe the learning motivation of seventh-grade students at SMP Negeri 26 Malang through the implementation of the Teams Games Tournament (TGT) cooperative learning model assisted by Wordwall and to examine its contribution to students' learning motivation based on Sardiman’s six motivational indicators. This study employed a descriptive qualitative approach within a postpositivist paradigm. Data were collected through classroom observations, semi-structured interviews with ten students and one teacher, and document analysis. Data were analyzed using the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. The findings revealed that integrating the Teams Games Tournament (TGT) model with Wordwall positively enhanced students' learning motivation across all observed indicators. The Wordwall leaderboard and real-time scoring features effectively stimulated students’ achievement motivation through healthy competition, while heterogeneous group activities in the TGT model promoted interaction, active participation, and collaborative learning. However, unstable internet connectivity remained the primary challenge during implementation. This study concludes that integrating the Teams Games Tournament (TGT) model with Wordwall is an innovative and effective instructional strategy for enhancing junior high school students’ motivation to learn Social Studies. ABSTRAK Rendahnya motivasi belajar siswa pada mata pelajaran Ilmu Pengetahuan Sosial (IPS) menjadi salah satu tantangan dalam mewujudkan pembelajaran yang aktif dan bermakna di jenjang sekolah menengah pertama. Penelitian ini bertujuan mendeskripsikan motivasi belajar siswa kelas VII SMP Negeri 26 Malang melalui penerapan model pembelajaran kooperatif Teams Games Tournament (TGT) berbantuan Wordwall serta mengkaji kontribusinya terhadap motivasi belajar berdasarkan enam indikator Sardiman. Penelitian menggunakan pendekatan kualitatif deskriptif dengan paradigma postpositivisme. Data diperoleh melalui observasi, wawancara semi-terstruktur terhadap sepuluh siswa dan satu guru, serta studi dokumentasi. Analisis data dilakukan secara interaktif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan menurut Miles dan Huberman. Hasil penelitian menunjukkan bahwa integrasi model Teams Games Tournament (TGT) dengan Wordwall mampu meningkatkan motivasi belajar siswa pada seluruh indikator yang diamati. Fitur leaderboard dan skor secara langsung mendorong munculnya motivasi berprestasi melalui kompetisi yang sehat, sedangkan pembelajaran kooperatif dalam kelompok heterogen memperkuat interaksi, keberanian berpartisipasi, serta kerja sama antarsiswa. Meskipun demikian, keterbatasan konektivitas internet masih menjadi kendala dalam pelaksanaannya. Penelitian ini menyimpulkan bahwa penerapan model Teams Games Tournament (TGT) berbantuan Wordwall merupakan strategi pembelajaran yang inovatif dan efektif untuk meningkatkan motivasi belajar IPS siswa di tingkat SMP.]]>
