<![CDATA[This study aims to examine the effect of perceived teacher support and Artificial Intelligence (AI) use anxiety on the learning motivation of Grade XI students at MAN 2 Situbondo. A correlational quantitative approach was employed, involving 35 students as respondents selected using total sampling. Data were collected through Likert-scale questionnaires and analyzed using multiple linear regression, t-test, F-test, and coefficient of determination with SPSS version 20. Results indicate that perceived teacher support did not significantly affect learning motivation partially (t=1.288; sig.=0.207>0.05), although all students reported very high levels of perceived support, AI use anxiety did not significantly affect learning motivation partially (t=1.482; sig.=0.148>0.05), with a positive direction suggesting facilitative anxiety, both variables simultaneously did not significantly affect learning motivation (F=2.160; sig.=0.132>0.05), with an R Square of 0.119. These findings indicate that the high homogeneity of perceived teacher support and motivation in a conducive madrasah environment limits statistical detection of their effects. Future research is recommended to expand the population and include variables such as self-efficacy and parental support.]]>
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