<![CDATA[Students' low learning motivation and learning achievement in chemistry, particularly on reaction rate topics, remain a challenge due to the abstract nature of the concepts and the limited use of innovative learning models and instructional media. This study aimed to analyze the differences in learning achievement and learning motivation between students taught using Project-Based Learning (PjBL) and Problem-Based Learning (PBL), both assisted by instructional videos, and to examine the relationship between learning motivation and learning achievement. This study employed a quantitative approach with a quasi-experimental design involving two experimental classes selected through random sampling. One class was taught using the PjBL model assisted by instructional videos, while the other received the PBL model with the same instructional media. Data were collected through pretest-posttest achievement tests and a learning motivation questionnaire and analyzed using SPSS 26.0. The results revealed a significant difference in students' learning achievement between the two learning models (Sig. = 0.026 < 0.05). A significant difference was also found in students' learning motivation (Sig. = 0.043 < 0.05). Furthermore, learning motivation showed a significant positive relationship with students' learning achievement. These findings indicate that integrating instructional videos with student-centered learning models effectively enhances students' motivation and academic achievement in learning reaction rates. Therefore, both PjBL and PBL assisted by instructional videos can be recommended as effective instructional approaches to improve chemistry learning outcomes.]]>
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