<![CDATA[This study is motivated by the problem of low student learning motivation in elementary mathematics instruction, which is often caused by the dominance of conventional, teacher-centered teaching methods. The demonstration method is considered a potential alternative to create more active and engaging learning experiences. This study aims to analyze the application of the demonstration method in mathematics learning to improve student learning motivation through the PDCA (Plan–Do–Check–Act) cycle at SD Negeri 2 Balewangi and SD Negeri 3 Karamatwangi in Garut Regency. The research employed a qualitative approach with a descriptive-analytical case study design. Data were collected through in-depth interviews, classroom observations, and document analysis involving school principals, mathematics teachers, and students. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, while data trustworthiness was ensured through triangulation, member checking, and systematic documentation. The analytical framework was guided by G.R. Terry’s management theory and Deming’s PDCA cycle. The findings indicate that the demonstration method, when implemented through systematic planning, execution, evaluation, and follow-up actions, effectively increases student learning motivation and engagement in mathematics learning. Students became more active, confident, and enthusiastic in participating during lessons, and their conceptual understanding showed noticeable improvement. The study concludes that the PDCA-based application of the demonstration method provides an effective instructional management model for enhancing student motivation and improving the quality of elementary mathematics learning]]>
