<![CDATA[The low learning motivation among elementary students in Indonesia, as indicated by suboptimal PISA scores and a national survey revealing that over 40% of students feel unmotivated, is influenced by the complex interaction between school, home, and community environments. This mixed-methods study analyzes these interaction patterns to develop a holistic intervention framework. Involving 73 elementary students in Pontianak, data were collected through open-ended questionnaires. The results show that motivation at school (68,1%) is significantly higher than at home (36,2%), driven by teacher interaction and personal support, which proved more effective than material incentives. In contrast, motivation at home is hindered by passive activities and high gadget use for gaming, although educational videos were found to have positive potential. These findings underscore the need for an integrated learning ecosystem with teachers as the primary link. Consequently, the “Ecological Bridge” intervention model is proposed to align learning environments, enhance parental technology mediation, and strengthen teacher-parent-community collaboration to foster sustainable intrinsic motivation]]>
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