<![CDATA[This research employs a Mixed-method Sequential Explanatory design. It aims to investigate the extent of the relationship between learning motivation and science literacy, and to identify other influencing factors. The study was conducted from February to April 2025. The population for this research was all 11th-grade science students in public high schools across Cileungsi District during the 2024/2025 academic year. Sampling was conducted using a Proportional Random Sampling technique based on Slovin's formula. Quantitative research data were collected using questionnaires with a rating scale for the learning motivation variable and science literacy tests referencing PISA frameworks. Qualitative research data were gathered through observation and interviews. Instrument validity was tested using the Product Moment Person formula, and instrument reliability was assessed using Cronbach's Alpha formula. Quantitative data analysis involved descriptive statistics and prerequisite tests, including Liliefors' test for normality and Bartlett's test for homogeneity. Qualitative data analysis followed the steps of data reduction, data presentation, and conclusion drawing. Hypothesis testing was performed using the Product Moment Person correlation test with the aid of SPSS. The research findings indicate a positive relationship between learning motivation and science literacy. Therefore, learning motivation is one of the factors influencing the enhancement of science literacy. Other contributing factors identified include: family factors, facilities and infrastructure, learning styles, and economic factors.]]>
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