<![CDATA[This study examined the effect of the Problem-Based Learning (PBL) model on students’ learning motivation during football lessons at SD Negeri 2 Rempek Darussalam. A quantitative pre-experimental method with a one-group pretest–posttest design was used. The participants were fifth-grade students selected purposively; the analysis included 11 students with complete pretest and posttest data. Learning motivation was measured using a nine-item, four-point Likert questionnaire based on six motivation indicators. The intervention consisted of three PBL-based football lessons. Data were analyzed descriptively and using the Shapiro–Wilk normality test, Levene’s test, a paired-samples t-test, the Wilcoxon test as a robustness check, effect size, and N-Gain. The mean motivation score increased from 26.36 (SD = 3.07) before the intervention to 32.09 (SD = 3.14) afterward, a mean increase of 5.73 points. The paired-samples t-test indicated a statistically significant difference, t(10) = 4.333, p = .001; the Wilcoxon test supported the same conclusion (p = .003). The reported effect size was large (d = 1.31), while N-Gain was 0.59, classified as moderate. These findings suggest that PBL may be a useful option for encouraging learning motivation in primary-school football lessons. However, the one-group design and small sample mean that the result should be interpreted cautiously.]]>
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