<![CDATA[This study examined the relationship between perceived Independent Curriculum implementation and learning motivation among Grade XI students in the MPLB department at SMK Negeri 1 Pangkep. A quantitative associative survey involved 54 students selected through proportional allocation from a population of 107 across three classes. The analyzed response matrices contained 14 curriculum implementation items and 19 motivation items. Internal consistency was .787 and .841, respectively. Recalculated mean scores were 57.69 (SD = 5.84) for curriculum implementation and 82.26 (SD = 7.57) for motivation, corresponding to 82.41% and 86.59% of the maximum possible totals. Pearson correlation indicated a positive relationship (r = .670, p < .001); the regression model accounted for 44.9% of the observed motivation variance. The estimated slope was 0.869, with a heteroskedasticity-consistent 95% confidence interval of [0.581, 1.157]. Spearman correlation supported the positive association (ρ = .689, p < .001). Recognition and engaging activities received lower ratings than the other motivation indicators. The findings identify priorities for classroom support and provide contextual evidence from vocational education. They do not establish a causal effect of curriculum implementation. Interpretation is limited by the single-school sample, questionnaire measurement, and the need for further validation of the scales.]]>
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