<![CDATA[This study aims to analyze the effect of the Problem Based Learning (PBL) model on the motivation to learn IPAS among third-grade students at Pacing State Elementary School for the 2025/2026 academic year. The background of this study is based on the still low level of learning motivation evident in the lack of active participation, interest, and student engagement in the learning process. This study uses a quantitative approach with an experimental design (quasi-experiment). Data collection was conducted through a learning motivation questionnaire as well as pre-test and post-test assessments. The results of the normality test indicated that the data were normally distributed, while the homogeneity test showed that the data had homogeneous variances. Furthermore, the results of the hypothesis test using an independent samples t-test revealed a significance level less than 0.05, indicating a significant difference between the pre and post-intervention periods. Additionally, the analysis results also indicate an increase in the average learning motivation scores following the implementation of the learning model. Based on these research findings, it can be concluded that the Problem Based Learning (PBL) model has a significant effect on the learning motivation of third-grade students in the IPAS program at Pacing State Elementary School, and is capable of creating a more active and meaningful learning experience.]]>
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