<![CDATA[Islamic Religious Education requires learning practices that develop students’ willingness to learn from within rather than relying primarily on external pressure, particularly amid increasing digital distractions and diverse student learning conditions. This study aims to analyze the role of Islamic Religious Education teachers in developing students’ intrinsic motivation, examine the implications of that role for students’ motivation, and identify the challenges encountered at SMPN 2 Balong Ponorogo. The study employed a qualitative descriptive approach, with data obtained through observations, in depth interviews, and documentation involving the principal, Islamic Religious Education teachers, and students. Data were analyzed through data condensation, data display, and conclusion drawing, while credibility was established through source and technique triangulation. The findings indicate that teachers function as planners, facilitators, motivators, and evaluators who create learning experiences that support student participation and personal engagement. These roles were associated with stronger learning autonomy, confidence in completing learning tasks, positive teacher student and peer relationships, and greater interest in Islamic Religious Education. The principal challenges involved low confidence, uneven Qur’anic reading ability, digital distraction, fluctuating learning interest, and inconsistent parental supervision. The findings position teacher support as a central mechanism for developing sustainable intrinsic motivation in Islamic Religious Education.]]>
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