<![CDATA[The problem in this study was that there were still fifth-grade students who had low learning motivation, were less active in participating in learning activities, and did not yet have learning motivation that fully came from within themselves. These conditions were influenced by several factors, including a lack of parental attention to their children’s learning, excessive gadget use, and differences in students’ characteristics and abilities. This study aimed to determine and describe the role of teachers in improving the self-motivation of fifth-grade students at Kretek 03 Public Elementary School, Paguyangan District, Brebes Regency. This study used a qualitative method with a descriptive approach. The research subjects consisted of the teacher and fifth-grade students. Data were collected through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman model, which included data collection, data reduction, data display, and conclusion drawing. Data validity was established through source, technique, and time triangulation. The results showed that the teacher played a role in improving students’ self-motivation through nine roles, namely as a learning resource, advisor, model and role model, facilitator, classroom manager, demonstrator, mentor, motivator, and evaluator. These roles were carried out through providing explanations and guidance, giving advice, demonstrating positive behavior, providing facilities, managing the classroom, providing guidance, giving motivation and rewards, as well as conducting evaluation and providing feedback. These teacher roles helped improve students’ willingness to learn, independence, initiative, perseverance, self-control, and desire to achieve. Therefore, the teacher’s role made an important contribution to improving the self-motivation of fifth-grade students at Kretek 03 Public Elementary School.]]>
