<![CDATA[The purpose of this study was to determine how students' mathematics generalization skills varied based on their motivation when using the Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) learning models. This study uses a quasi-experimental design using a pretest-posttest non-equivalent group design and a quantitative methodology. Students in the eighth grade at a junior high school in Banten, Indonesia during the 2025–2026 school year make up the population of this study. Purposive sampling was used to select two classes of eighth-grade pupils for the sample. Mathematical generalization ability tests and learning motivation questionnaires are used to collect data, which is then analyzed using two-way ANOVA and the Scheffe test at a significance level of 5%. The conclusion is that PBL and IBL students have the same capacity for mathematical generalization. However, students' capacity for mathematical generalization varies according on their degree of motivation. Students with low motivation differ significantly from those with high and moderate motivation in their capacity to generalize mathematical concepts, according to the results of the Scheffe test. Nonetheless, there is no discernible difference between pupils with high and moderate motivation in terms of their capacity for mathematical generalization. Learning models and learning motivation in relation to mathematical generalization abilities also interact. Therefore, it may be said that the degree of student motivation determines how the learning models affect their capacity for mathematical generalization. Therefore, teachers should consider the motivation of students in choosing learning models of mathematics.]]>
