Contribution of Indirect Education Costs Pocket Money to Increase the Learning Motivation of Grade 3 Students in Elementary Schools in Banten Province

This study aims to determine the contribution of indirect education costs in the form of pocket money to the learning motivation of grade III elementary school students in Banten Province. The research method used is quantitative with a correlational approach. The sample in this study consisted of 33 students as variable respondents of pocket money and 27 teachers as learning motivation assessors. Data collection was carried out through questionnaires, and statistical analysis using Pearson's Product Moment correlation. The results showed that the value of the correlation coefficient r = –0.166 with a significance of 0.356 (>0.05), so it can be concluded that there is no significant relationship between pocket money and student learning motivation. The contribution of pocket money to learning motivation is only 2.76%, which means that most of students' learning motivation is influenced by other factors such as the learning environment, family support, and teacher-student interaction. Thus, the provision of pocket money is not the main factor that determines the level of learning motivation in elementary school students.