This research was conducted at SD Negeri Karangrena 4, Cilacap Regency
with the aim of knowing the role of the teacher in remote learning on the learning
motivation of fourth-grade students. The background of this research is to find out the
teacher's role as a motivator for student learning in remote learning. Based on
observations made in fourth grade, most of the students already have a fairly good
learning motivation because the higher the student's learning motivation, the higher
their interest in learning, this is marked by the students' interest in learning even
though the learning process is currently carried out online. This is a type of
qualitative research. Triangulation was used to determine the validity of the data.
Observation, interviews, and documentation were used to collect data. Researchers
used source triangulation and technical triangulation to conduct triangulation tests.
The research found that the teacher's role at SD Negeri Karangrena 4 had been
effectively implemented as a motivator in improving and growing students' learning
motivation in fourth grade, with the majority of students having a good level of
motivation. The teacher, in collaboration with the students' parents, implements selfstudy
motivation by supervising learning and providing learning encouragement in
the form of positive sentences, encouraging enthusiasm to increase student interest,
and giving gifts that have a significant impact on increasing students' learning
motivation. This is characterized by students' willingness to learn and excel in class at
all times. Support from parents who participate in offering encouragement is one of
the most important aspects of remote learning on student learning motivation. Signal
limits, internet quotas, and the majority of students who do not have personal
smartphones are all inhibiting factors that make it difficult to provide learning
motivation.