<![CDATA[Student learning motivation plays a crucial role in achieving successful learning outcomes, particularly in vocational education where theoretical knowledge must be integrated with practical competencies. However, theoretical instruction in the Basics of the Culinary Expertise Program is frequently delivered using conventional teacher-centered approaches, resulting in limited student participation and declining learning motivation. This study aimed to examine the relationship between the use of interactive card game learning media and the learning motivation of tenth-grade Culinary students at SMK Negeri 1 Pasaman. A quantitative correlational research design was employed involving all 65 students in the population through a total sampling technique. Data were collected using two structured Likert-scale questionnaires measuring the implementation of interactive card game learning media and students' learning motivation. The research instruments were validated and tested for reliability prior to data collection. Data were analyzed using descriptive statistics, the Shapiro Wilk normality test, the linearity test, Pearson Product Moment correlation analysis, and the coefficient of determination with the assistance of IBM SPSS Statistics version 25. The findings revealed that the implementation of interactive card game learning media was categorized as good (mean = 84.49), while students' learning motivation was categorized as high (mean = 87.83). Pearson correlation analysis demonstrated a positive and statistically significant relationship between the use of interactive card game learning media and learning motivation (r = 0.664, p < 0.001). Furthermore, the coefficient of determination indicated that interactive card game learning media explained 44.1% of the variance in students' learning motivation. These findings suggest that interactive card game learning media represent an effective instructional strategy for promoting active learning, strengthening student motivation, and improving the quality of learning management in vocational education.]]>
