This research is motivated by the low enthusiasm of student learning, the teacher's role has not been maximized in motivating students, the limited infrastructure in the learning process, and the creativity of students who are still weak, the ineffective management of learning by the teacher in the core learning activities, and the teacher's not yet optimal in closing lesson as the final learning activity. Identification of the formulation of the problem is the low enthusiasm for student learning in the classroom, the teacher's not yet optimal in opening the lesson as a preliminary activity that motivates students at the beginning of learning. This study aims to determine the extent of the teacher's role in the teaching and learning process to increase student learning motivation. Theories that support this research include the theories put forward by Mulyasa, Oemar Hamalik, W.S.Winkel, McClelland, and Woolfolk. This research was conducted using qualitative research methods with an inductive approach. The results of the study illustrate that in order for the enthusiasm for learning to increase the teacher must be able to create and build a pleasant learning atmosphere for students, the teacher must first provide apperception and relate the subject matter to real everyday life, manage the effectiveness of learning by building a democratic learning atmosphere through discussion or question and answer, provide assistance and services to students who need it, and provide awards/rewards to students who are active in the learning process, the teacher reflects with students on activities that have been carried out consistently and programmed to then draw conclusions, the teacher gives structured assignments so that students are always motivated to continue learning. The teacher's role is very influential on the level of student learning activity, if students have high learning motivation it will impact on increasing student enthusiasm for learning, this of course will have implications for improving the quality of education in general. The psychological factor that also determines success in learning is student motivation.