<![CDATA[Science learning in elementary schools still faces various challenges that impact the low quality of the process and student learning outcomes. Various research findings indicate that the dominance of teacher-centered learning influences low science learning outcomes. This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model assisted by Pop-Up Book media on the motivation and science learning outcomes of elementary school students. The type of research used is a quantitative research method with a quasi-experimental design of the Non-Equivalent Control Group Design type. The research sample consisted of 42 students divided into experimental and control classes. Data collection methods for this study include questionnaires, tests, observations, and documentation. The research instruments consisted of learning outcome tests and motivation questionnaires. Data analysis techniques include normality tests, homogeneity tests, t-tests, N-gain tests, and MANOVA. The results of the study showed that there were significant differences between the experimental and control classes. The average posttest value of learning motivation in the experimental class (80.95) was higher than the control class (70.71), while learning outcomes (86.24) were higher than the control class (76.90). The MANOVA test showed a simultaneous effect. It was concluded that the implementation of learning using the PBL model assisted by pop-up books had a significant simultaneous effect on student learning motivation and learning outcomes. The research implies that the PBL model assisted by pop-up books can be used to improve student motivation and science learning outcomes.]]>
