<![CDATA[This study aims to describe the implementation of the Independent Curriculum learning module and to analyze students' learning motivation in Indonesian language learning for Grade X at MAN 3 Banda Aceh City. The study employed a qualitative field-research approach. The informants were an Indonesian language teacher and Grade X students, while the student sample was purposively selected from class X-1. Data were collected through interviews, observations, questionnaires, and documentation and were analyzed descriptively, with percentage calculations used to support the questionnaire findings. The results indicate that the Independent Curriculum learning module was implemented through its principal components, including module identity, learning outcomes and objectives, meaningful understanding, trigger questions, learning activities, assessment, and reflection. The module supported more student-centered learning through discussions, presentations, simple projects, diagnostic assessment, and reflection activities. Students demonstrated greater classroom participation, confidence, learning independence, and interest in Indonesian language learning. Although implementation was constrained by limited instructional time, differences in student ability, and limited supporting media, the teacher was able to adjust the learning activities to classroom conditions. Therefore, the implementation of the Independent Curriculum learning module can support students' learning motivation by providing learning experiences that are more flexible, meaningful, participatory, and responsive to learner needs.]]>
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