JTAM (Jurnal Teori dan Aplikasi Matematika) http://journal.ummat.ac.id/index.php/jtam p-ISSN 2597-7512 | e-ISSN 2614-1175 Vol. 6, No. 4, October 2022, pp. 857-864 857 The Implementation of Problem-Based Learning on Multiplication and Division Lessons in Improving Elementary School Students’ Learning Motivation Arum Fatayan 1 , Safrul 2 , Abd Rahman A Ghani 3 , Sartika Ayu 4 1,2,3,4 Elementary School Teacher Education, Muhammadiyah University of Prof. Dr. Hamka, Indonesia arum_fatayan@uhamka.ac.id 1 , safrul@uhamka.ac.id 2 , rahman.ghani@uhamka.ac.id 3 , sartikaayu16022000@gmail.com 4 ABSTRACT Article History: Received : 03-06-2022 Revised : 19-08-2022 Accepted : 23-08-2022 Online : 08-10-2022 This study aims at increasing elementary school students’ learning motivation in multiplication and division lessons by implementing problem-based learning. This study was qualitative research. Furthermore, the research subjects were elementary school students. Results indicated that students experienced an increased motivation in multiplication and division lessons after implementing problem-based learning because they felt happy during the learning process. In addition, observations, interviews, and documentation studies showed that, with problem-based learning, many students better understood the concepts of multiplication & division and applied them in their daily life. Moreover, students thought critically in solving problems when the learning process was carried out in discussion or groups. This study proves that teachers are the key to success in a learning process and the increased student motivation. Therefore, teachers must be able to choose the right learning method for students to encourage their enthusiasm for learning. Keywords: Problem Based Learning; Multiplication and Division; Motivation to learn. https://doi.org/10.31764/jtam.v6i4.9084 This is an open access article under the CC–BY-SA license ——————————  —————————— A. INTRODUCTION Subject matter that is close to the daily life of each student is expected to be meaningful and absorbed by all students. The various characteristics of students who have a uniqueness in each learning process make it a challenge for teachers to provide meaningful learning. In addition, the subjects that must be taught also vary. One of them is mathematics. To date, mathematics is still regarded as a torment for some students because they think it is one of the “very scary subjects”. It is strengthened by the methods applied by teachers which are still procedural (conventional) so that the concept of the lesson is not conveyed fully to students (Alghamdi et al., 2020). This condition makes students less active and bored in the learning process. As a result, mathematics becomes a frightening and difficult subject. This must be an evaluation for teachers to open new minds for students so that mathematics may become a “fun and easy” lesson. Currently, many different methods can be applied to make the learning process fun and meaningful, positioning the teachers as the main actor. Teachers can incorporate creativity and