<![CDATA[Student learning motivation is shaped not only by individual psychological factors but also by communication, pedagogical practices, family support, and the educational environment. However, empirical understanding of how these dimensions are constructed through teachers’ perceptions in Islamic elementary school contexts remains limited. This study aims to explore classroom and homeroom teachers’ perceptions of student learning motivation and identify the factors that shape it at Fitrah Tunas Bangsa Integrated Islamic Elementary School (SDIT Finsa). A qualitative approach with a descriptive case study design was employed. Four permanent teachers, consisting of two homeroom teachers and two classroom teachers, were purposively selected as informants. Data were collected through in-depth interviews, observations, and document analysis and analyzed inductively using triangulation to strengthen data credibility. The findings indicate that student learning motivation is constructed through the interaction of six factors: Tawhid-based motivation, parental attention and support, students’ intrinsic awareness, teacher appreciation, appropriate learning methods, and the availability of learning facilities and media. Teachers also perceived motivation through observable indicators, including enthusiasm, concentration, task completion, initiative, perseverance, and active participation. The study contributes to educational communication research by showing that learning motivation in an Islamic elementary school is understood as an ecosystemic construct involving spiritual, pedagogical, familial, and institutional dimensions. The findings imply that schools should strengthen teacher–student and school–family communication, integrate meaningful Islamic values into learning, diversify instructional strategies, and progressively improve learning resources to support sustained student engagement]]>
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