<![CDATA[Motivation to learn is an important factor that influences students’ success in learning. Learning motivation plays an important role in encouraging students to participate actively, maintain interest, and persist in completing learning activities. However, conventional learning activities that provide limited opportunities for interaction and active participation may reduce students’ enthusiasm and motivation, particularly in IPAS learning. Low motivation to learn at SDN Sukarukun 01 has caused students to be less active and enthusiastic during the learning process. This study aimed to determine the effect and effectiveness of the Teams Games Tournament (TGT) cooperative learning model on the learning motivation of third-grade students in Science and Social Studies (IPAS) at SDN Sukarukun 01. This study employed a quasi-experimental method using a Nonequivalent Control Group Design. The population consisted of 150 third-grade students in the 2025/2026 academic year. The sample comprised 63 students, including 32 students in the experimental class and 31 students in the control class, selected through purposive sampling. The research instruments were a learning motivation questionnaire and observation sheets. Data were analyzed using validity, reliability, normality, homogeneity, Independent Samples t-test, Eta Squared, and Effect Size (Cohen's d). The results showed that the TGT model had a significant effect on students’ learning motivation, with a significance value (Sig. (2-tailed)) of 0.024 (<0.05). The effect contribution measured by Eta Squared was 6.52%, while the effectiveness was indicated by a learning motivation achievement percentage of 85.50% and a Cohen's d value of 0.52 (medium category). Therefore, the TGT cooperative learning model significantly affects and effectively improves elementary students’ learning motivation in IPAS.]]>
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