<![CDATA[This study aims to analyze the implementation of a quality management-based immersive learning policy through the PDCA (Plan–Do–Check–Act) cycle in improving junior high school students' learning motivation. The research focuses on planning, implementation, evaluation, follow-up, as well as obstacles and solutions encountered. This study uses a qualitative approach with a case study method in two schools. The results show that the implementation of PDCA-based immersive learning has been carried out systematically, although there are still imbalances between stages. In the planning stage (Plan), schools formulate meaningful learning objectives and integrate immersive learning principles into the curriculum. The implementation stage (Do) shows the application of varied student-centered learning. Teachers act as facilitators who encourage student collaboration and reflection. In the evaluation stage (Check), evaluation is carried out through authentic assessment and observation of student active processes. In the follow-up stage (Act), commitment to continuous improvement is demonstrated through training, workshops, MGMP (Student Group Working Group), and learning innovations. The main obstacles include the absence of affective motivation indicators, limited facilities and infrastructure, teachers' uneven understanding of the immersive learning concept, and fluctuations in student motivation. The solutions implemented include the development of measurable indicators, ongoing training, the development of authentic assessments, the gradual provision of facilities, and strengthening collaboration between teachers, students, and parents.]]>
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