<![CDATA[Learning motivation is an essential prerequisite for successful Physical Education, Sports, and Health (PJOK) learning in elementary schools because physical education requires physical engagement, willingness to perform movement tasks, rule compliance, and positive social interaction. This study aimed to analyze the contribution of the school environment and teacher role to students' motivation to learn PJOK at SDN 2 Songak. A quantitative causal-associative survey design was employed. The respondents were 67 upper-grade elementary students who completed questionnaires on the school environment, teacher role, and PJOK learning motivation. Data were analyzed using descriptive statistics, Pearson correlation, assumption testing, and multiple linear regression. The results showed that students' PJOK learning motivation was in the very high category (M = 58.37 out of 64; 91.21%). Teacher role was positively correlated with PJOK learning motivation (r = 0.276; p = 0.024), whereas the school environment was not significantly correlated with motivation (r = -0.181; p = 0.144). Multiple regression indicated that the school environment and teacher role jointly contributed significantly to PJOK learning motivation, F (2,64) = 3.725; p = 0.030; R2 = 0.104. Partially, teacher role had a significant positive effect on PJOK learning motivation (B = 0.266; beta = 0.268; p = 0.027), while the school environment did not have a significant effect (B = -0.301; beta = -0.168; p = 0.162). These findings highlight the importance of teacher role as motivator, facilitator, guide, feedback provider, and creator of enjoyable learning environments in improving elementary students' motivation to learn PJOK.]]>
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