<![CDATA[Learning motivation is central to students' engagement and academic performance, yet evidence on Wordwall-based interactive learning in elementary Natural and Social Sciences (IPAS) under the Merdeka Curriculum remains limited. This study examined whether third-grade students who learned through Wordwall-based interactive activities reported higher learning motivation than students who received conventional instruction. A quasi-experimental posttest-only control group design involved 45 students, with 21 in the experimental group and 24 in the control group. Motivation was measured using a 15-item questionnaire that underwent expert content validation and reliability testing. Data were analyzed using descriptive statistics, the Lilliefors normality test, the F-test for homogeneity, an independent-samples t-test, Cohen's d, a 95% confidence interval, and post hoc statistical power analysis. The experimental group reported higher motivation (M = 55.04, SD = 3.85) than the control group (M = 51.33, SD = 3.04), t(43) = 3.608, p = 0.001, mean difference = 3.71, 95% CI [1.64, 5.79], Cohen's d = 1.08. These findings suggest that Wordwall-based interactive learning may support learning motivation in elementary IPAS. The study extends evidence on gamified learning in Indonesian primary education and interprets the observed pattern through the ARCS motivational model and Self-Determination Theory, while recognizing the limits of a nonrandomized posttest-only design.]]>
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