<![CDATA[General Background: Learning motivation is an important aspect of children’s participation and engagement in educational activities, particularly during the elementary school years. Specific Background: Children aged 9–10 years require learning support that considers their learning needs, emotional conditions, and learning environment. Private tutoring provides additional assistance through individualized guidance and varied learning activities. Knowledge Gap: Previous discussions of learning motivation have examined teaching methods, family support, and learning environments, while the role of private tutoring in addressing supporting and inhibiting factors among children aged 9–10 years requires further contextual description. Aims: This study aimed to identify factors that support and hinder learning motivation and to describe the role of private tutoring as an alternative learning support for children aged 9–10 years. Results: Using a qualitative case study approach, data were collected through observation, structured interviews, and documentation at a private tutoring institution in Kwadengan Village, Sidoarjo. The findings indicate that learning motivation is supported by tutor approaches that are patient and adaptive, interactive learning activities, technology-based media, games, ice breaking, rewards, rest periods, and communication between tutors and parents. In contrast, boredom, divided attention, fatigue, and an unconducive learning environment were identified as inhibiting factors. Novelty: The study presents the role of private tutoring through the combination of adaptive tutoring, technology-based learning media, varied activities, and parental communication within a specific learning context. Implications: The findings suggest that private tutoring can serve as an alternative learning support when accompanied by professional tutors, varied learning methods, and collaboration with parents. Key Findings Highlights Tutor approaches were adapted to children’s learning needs and conditions. Technology-based media, games, ice breaking, rewards, and rest periods supported learning participation. Boredom, divided attention, fatigue, and an unconducive environment hindered learning motivation. Keywords : Private Tutoring, Learning Motivation, Supporting Factors, Inhibiting Factors, Elementary Education]]>
