<![CDATA[This study aims to analyze the activeness and motivation of students in learning mathematics with a constructivist approach in class IV B of SD Negeri 87 Jambi City. This study uses a quantitative descriptive method with 14 students as research subjects. The instrument used is a questionnaire on activeness and motivation of learning consisting of 25 statements based on five indicators, namely believing in being able to solve mathematics problems, actively asking and answering questions, not giving up easily when experiencing difficulties, daring to discuss and cooperate, and having enthusiasm and interest in learning mathematics. Data analysis was carried out using percentage techniques. The results showed that the classical percentage of students' activeness and motivation of learning reached 65.43% with a good category. The percentage of each indicator is believing in being able to solve mathematics problems by 66%, actively asking and answering questions by 64%, not giving up easily when experiencing difficulties by 65%, daring to discuss and cooperate by 67%, and having enthusiasm and interest in learning mathematics by 64.96%. The results of the study showed that the highest indicator was the courage to discuss and collaborate at 67%, while the lowest indicator was active in asking and answering questions at 64%. These findings indicate that the constructivist approach can increase student participation in mathematics learning. The results also indicate that the constructivist approach can encourage active student involvement and increase motivation to learn mathematics. Thus, the constructivist approach can be an effective learning alternative in elementary schools.]]>
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