Abstrak
The purpose of this study is to assess whether using the Physics Education Technology (PhET) interactive simulation increases fourth-grade students' willingness to learn mathematics at MI NU 1 Tarakan. This study used Classroom Action Research (CAR) in two cycles. The study included 34 fourth-grade students from MI NU 1 Tarakan. A learning motivation questionnaire and a sheet for observing teacher activities were used to collect research data. Based on the starting conditions before the intervention, the majority of students were classified as "moderately motivated" (47.1%) or "less motivated" (32.4%), indicating that the students' level of learning motivation was still not optimal. After implementing instruction using PhET simulation software, there was a considerable rise in every cycle. The percentage of students' learning motivation in Cycle I was 82.4% in the "highly motivated" group, and it grew to 91.2% in Cycle II. This achievement was fueled by the PhET simulation software's capacity to generate a more dynamic, graphically rich, and interactive learning environment, resulting in improved student engagement and enthusiasm throughout the learning process. The findings of this study suggest that PhET simulations can be utilized as an alternative mathematics learning medium in elementary schools, with the potential to boost students' enthusiasm to learn. The usage of this media allows for more engaging and dynamic learning exercises that do not bore students.