<![CDATA[Learning motivation is an important psychological factor that determines learning success. Initial observations at SDN 05 Kubang Putiah indicated that students’ motivation to learn Islamic Religious Education (PAI) remained low, characterized by a lack of enthusiasm, participation, and attention to teachers’ explanations. This study aimed to analyse the factors causing low motivation to learn PAI and describe teachers’ efforts to improve it. The study employed a qualitative case study approach involving nine informants, consisting of one PAI teacher, one third-grade homeroom teacher, and seven third-grade students selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, analysed using the Miles and Huberman model, and validated through triangulation of sources, techniques, and time. The findings showed that students’ motivation to learn PAI remained low and was influenced by limited variation in teaching methods and media, inadequate facilities and infrastructure, minimal parental support, peer influence, and unsupportive school and community environments. Teachers addressed these challenges through continuous motivation, varied teaching methods, rewards, cooperation with parents, and the creation of a conducive learning environment. The novelty of this study lies in its in-depth exploration of interaction patterns among external factors, namely family, school, peers, and the community, as dominant causes of low motivation to learn PAI at the primary school level.]]>
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