<![CDATA[Low learning motivation and active participation of students remain a challenge in mathematics learning in elementary schools, especially in simple plane geometry. This condition was found during clinical learning practice in grade III of SDN Sawah Besar 01, where some students tended to be passive, lacked confidence in asking questions, and had difficulty understanding the concept of plane geometry elements concretely. This article aims to describe the implementation of the Problem Based Learning (PBL) and Project Based Learning (PjBL) models in increasing learning motivation and active participation of students while reflecting the development of educators' pedagogical competence during the learning process. The study used a qualitative descriptive approach with data collection techniques in the form of observation, interviews, documentation, and reflection journals. Data were analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results showed that the implementation of the PBL and PjBL models was able to increase student involvement in discussions, courage to ask questions, the ability to work together, and enthusiasm in participating in mathematics learning. In addition to having an impact on students, clinical learning practices also contributed to strengthening educators' pedagogical competence in designing active learning, managing classes, and providing more reflective feedback.]]>
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