<![CDATA[This study was motivated by the low motivation and learning outcomes of students in Economics, resulting from the dominance of conventional teaching methods. This research aimed to determine and analyze the effect of the Problem-Based Learning (PBL) model on students' motivation and Economics learning outcomes on the topic of scarcity. A quantitative approach with a quasi-experimental method and a Pretest-Posttest Nonequivalent Control Group Design was employed. The population consisted of 56 students divided into two classes, and a total sampling technique (census) was used, encompassing both the experimental and control classes. Data were collected using a motivation scale questionnaire and a cognitive learning outcome test, then analyzed using descriptive and inferential statistics. The results indicate that: (1) the implementation of the PBL model had a significant effect on student learning motivation, with the experimental class achieving an average score of 84.65 (71.43% in the high category) compared to 68.40 for the control class; and (2) the PBL model had a significant effect on Economics learning outcomes, where the learning mastery percentage in the experimental class reached 85.71% with an average score of 86.20, far surpassing the control class, which achieved only 42.86% mastery with an average score of 67.50. Based on these findings, the PBL model proved effective in enhancing students' affective and cognitive aspects; therefore, it is recommended as an alternative teaching model for Economics in Vocational High Schools.]]>
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