The Effect of Applying Peer Teaching Learning Methods and Giving Rewards & Punishments on Learning Motivation in Economics Subjects in Class XI Social Studies SMA Negeri 4 Malang Octavia Floryani Olun Hera, Nasikh, Grisvia Agustin* octavia.floryani.2204318.@students.ac.id , nasikh.fe.@um.ac.id , grisvia.agustin.fe.@um.ac.id Malang University, Semarang Street 05, Malang, 65145. Abstract This study aims to determine the effect of peer teaching methods and the provision of reward and punishment on learning motivation in economics subjects in class XI IPS SMA Negeri 4 Malang. This type of research is explanatory research, which explains the influence between the independent and dependent variables. The population in this study were all students of class XI Social Sciences at SMA Negeri 4 Malang, totaling 100 remaining, divided into 3 classes. Sampling was carried out with a saturated sampling technique in which all population members were used as samples. The data collection instrument was a student response questionnaire to the peer tutor learning method and the provision of rewards and punishments. The data analysis technique in this study used the t-test, f-test, and determination test with the help of the SPSS program. The calculation results obtained the calculated F value of 285.349 > f Table 3.09, so it can be concluded that the independent variables have a significant effect simultaneously on the dependent variable. Likewise, with the results of the t- test calculation, the significance value of the two independent variables is greater than the t-count (1.98473). Furthermore, the dominant variable is the reward and punishment variable. From these results, using peer tutoring methods and providing optimal rewards and punishments will increase learning motivation. Keywords: peer teaching method, reward and punishment, learning motivation: Introduction The function of the teacher in a lesson cannot be separated from its success. Laws No. 20 of 2003 and Law No. 14 of 2005 provide that instructors' responsibilities include educating, mentoring, supervising, training, appraising, and evaluating students. Due to their complete control over the learning activities in the classroom, teachers play a very prominent role. Teachers use a variety of ways and learning strategies to help students learn effectively and successfully, one of which is working together with students on learning projects. Based on Law Number 14 of 2005 concerning Teachers and Lecturers, article 10, paragraph (1) states that a teacher must have pedagogical, professional, personal, and social competencies. Teachers have pedagogical competence as seen from the teacher treating students according to characteristics and using methods or strategies that suit the needs of students. Personality competencies in which the teacher shows his personality, such as traits and good habits, in learning activities so that students can absorb and emulate it through this learning activity. Professional competence leads to the teacher’s ability to understand and master the learning material. Social competence involves the teacher’s communication, behavior, and interaction skills. This must be owned by the teacher so that he can respond to everything with a good and professional attitude so that the intentions and goals to be conveyed can be accepted and understood by students, education staff, and parents. This Pedagogic Competence is related to the ability and skill of teachers in managing the learning process, including the interaction of teaching and learning activities with students. Teachers are required to 227 www.ijrp.org IJRP 2022, 115(1), 227-234; doi:.10.47119/IJRP10011511220224308