<![CDATA[Learning motivation shapes students’ engagement and persistence in mathematics, yet elementary school students often experience difficulty connecting mathematics with personally meaningful goals. This study explored mathematics learning motivation among fifth grade students at SD Negeri 095253 Talun Madear. The study employed a descriptive qualitative approach involving ten purposively selected students and one classroom teacher. Data were collected through classroom observation, semi structured interviews, and documentation, then analyzed through data reduction, display, verification, and source and method triangulation. The findings revealed variation across six motivational indicators. Learning drive and perceived need to learn emerged as the most prominent dimensions through voluntary participation, question asking, and attempts at independent problem solving. Students also demonstrated a desire to succeed, although persistence when confronting difficult problems remained inconsistent. Future aspirations constituted the weakest dimension because most students had not connected mathematics with long term goals. Praise, interactive activities, digital media, and supportive teacher interaction strengthened engagement, whereas peer interaction remained uneven. These findings highlight the need to connect mathematics with future goals while strengthening persistence, autonomy, and collaborative engagement]]>
Copyrights © 2026
