<![CDATA[Indonesian language learning in the Elementary School Teacher Education (PGSD) Study Program should ideally not only focus on mastering language theory, but also on increasing students' learning motivation as creative and reflective prospective teachers. This study aims to (1) describe the application of the Joyful Learning approach in Indonesian language learning, (2) analyze its impact on PGSD students' learning motivation, and (3) identify supporting and inhibiting factors in its implementation. The study used a qualitative approach with descriptive methods. Data were collected through interviews and observations with lecturers and PGSD students at IKIP Siliwangi. The results showed that the implementation of Joyful Learning was able to create a learning atmosphere that was fun, interactive, and relevant to the teaching context in elementary schools. This approach increased students' intrinsic and extrinsic motivation, marked by increased participation, interest, and activeness in discussions and learning reflections. Supporting factors include lecturer creativity, student readiness, and a conducive learning environment, while the main obstacles were limited time, facilities, and variations in student character. Thus, Joyful Learning is effective in building the motivation and pedagogical competence of prospective elementary school teachers in Indonesian language learning. Keywords: Joyful Learning, learning motivation, Indonesian language, ]]>
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