<![CDATA[Learning motivation is a key determinant of students’ engagement and achievement in economics education. However, maintaining students’ motivation remains a challenge, particularly in Islamic senior high schools. This study examines the role of economics teachers in enhancing students’ learning motivation, identifies supporting and inhibiting factors, and explores the outcomes of these efforts at MA Raudlatus Syabab Sukowono Jember. A qualitative case study approach was employed. Data were collected through observations, interviews, and documentation, and analyzed using data condensation, data display, and conclusion drawing. The findings indicate that economics teachers enhance learning motivation through integrated roles as educators, facilitators, motivators, and mentors. Supporting factors include pedagogical competence, diverse learning resources, instructional media, and positive teacher–student relationships. Inhibiting factors include differences in students’ academic abilities, low learning interest among some students, limited instructional time, and varying psychological conditions. These efforts contributed to improvements in six indicators of learning motivation: desire for achievement, learning drive, future aspirations, appreciation of learning, interest in learning activities, and a supportive learning environment. Students’ learning motivation is strengthened through the integration of teachers’ pedagogical roles and supportive learning conditions. This study highlights the strategic role of economics teachers in fostering learning motivation within the context of Islamic senior secondary education.]]>
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