<![CDATA[Learning motivation is an important factor in the success of education, including Islamic Religious Education (IRE/PAI) learning in vocational high schools. The characteristics of vocational students, who are oriented toward vocational competencies, require Islamic Religious Education teachers to develop learning strategies that go beyond content delivery and foster students' interest, engagement, and meaningful learning experiences. This study aims to analyze the strategies and roles of Islamic Religious Education teachers in developing students' learning motivation at SMK Negeri 1 Jeneponto. The study employed a descriptive qualitative approach. Data were collected through interviews with five informants consisting of the school principal and four teachers at SMK Negeri 1 Jeneponto. The data were analyzed thematically through data condensation, thematic organization, interpretation, and conclusion drawing. Data trustworthiness was strengthened through source triangulation. The findings indicate that teachers' strategies for developing learning motivation are multidimensional, encompassing: (1) personal and persuasive approaches; (2) meaningful learning through the exemplary life of Prophet Muhammad; (3) active student participation and positive reinforcement; (4) variations in teaching methods, media, and classroom atmosphere; (5) home visits and interpersonal relationships; (6) remedial, enrichment, and exploratory learning activities; and (7) pedagogical planning and collaboration with other teachers. The findings demonstrate that motivation is developed not only through classroom interaction but also through personal relationships, pedagogical planning, follow-up activities, and students' learning activities beyond the classroom. This study proposes the concept of an Islamic Religious Education learning motivation ecosystem, referring to a motivational management pattern integrating personal approaches, pedagogical creativity, reinforcement, follow-up, and collaboration. The findings imply that Islamic Religious Education teachers should be positioned not merely as content providers and motivators but also as managers of a learning ecosystem capable of fostering students' engagement and learning autonomy.]]>
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