<![CDATA[Learning motivation is one of the key determinants of learning success in elementary schools, particularly for first-grade students who are at an early stage of cognitive and emotional development. This study aims to describe the implementation of the star reward system in science learning and to analyze its impact on the extrinsic learning motivation of first-grade students at SD X Yogyakarta. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation, and were then analyzed using the interactive model of Miles, Huberman, and Saldana. The results show that the consistent and structured implementation of the star reward system significantly increased students’ extrinsic learning motivation, as indicated by increased student participation in answering questions and engaging in discussions, as well as improved concentration during lessons. The percentage of actively participating students increased from 30% at the initial observation to 80% after eight meetings of star reward implementation. The study also found that the language barrier posed by English medium science instruction could be minimized through inclusive and visually based reward criteria. The implications of this study suggest that the star reward system can serve as an effective and easily applicable teaching strategy for lower-grade teachers to build extrinsic learning motivation as an initial foundation toward students’ intrinsic motivation.]]>
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