<![CDATA[This study aimed to determine the effect of implementing the Contextual Teaching and Learning (CTL) model based on ethnopedagogy on the learning motivation of fifth-grade elementary school students in Science and Social Studies (IPAS). The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 24 students in the experimental group and 30 students in the control group, selected using purposive sampling. Data were collected through a learning motivation questionnaire that had met the requirements of content validity, construct validity, and reliability. Data analysis included the Shapiro-Wilk normality test, hypothesis testing using the Mann-Whitney U test because the data were not normally distributed, and N-Gain analysis to determine improvements in students’ learning motivation. The results showed a significant difference in learning motivation between the experimental and control groups, with a significance value of 0.000 (p < 0.05). The mean N-Gain score was 0.3903 for the experimental group, categorized as moderate, and 0.2274 for the control group, categorized as low. Thus, ethnopedagogy-based CTL had a positive effect on improving students’ IPAS learning motivation and can serve as a contextual and meaningful alternative instructional approach.]]>
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