<![CDATA[Learning motivation is one of the internal factors that contributes to students’ success in practical learning activities. However, studies specifically examining the relationship between learning motivation and practical performance among pre-service elementary school teachers remain limited. This study aimed to investigate the relationship between learning motivation and students’ experiment scores in the Basic Science Concepts course. A quantitative approach with a correlational design was employed. The population consisted of 127 students enrolled in the Primary School Teacher Education Program who took the Basic Science Concepts course during the second semester of the 2025/2026 academic year. The sample comprised 77 students who completed the questionnaire. Data on learning motivation were collected using a Likert-scale questionnaire, while practical scores were obtained from the documentation of students’ final experiment grades. Data were analyzed using descriptive and inferential statistics. The results of the Shapiro–Wilk normality test indicated that both learning motivation and practical score data were not normally distributed. Therefore, the hypothesis was tested using Spearman Rank correlation analysis. The findings revealed a positive and significant relationship between learning motivation and students’ experiment scores, with a correlation coefficient of 0.385 and a significance value of p < 0.001. These results indicate that students with higher learning motivation tend to achieve better experiment scores. The coefficient of determination analysis showed that learning motivation contributed 14.82% to the variance in students’ practical scores. It can be concluded that learning motivation plays a role in supporting students’ practical achievement, although its contribution is relatively low and other factors may also influence practical performance.]]>
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