<![CDATA[This study aims to describe the chemistry learning motivation of Grade XII MIPA students at SMAS Mujahidin Pontianak and identify the factors influencing it. This quantitative descriptive study involved 98 students from four Grade XII MIPA classes selected using a saturated sampling technique. Data were collected through a modified Chemistry Motivation Questionnaire (CMQ), chemistry test results, and an interview with the Grade XII MIPA chemistry teacher. The data were analyzed using quantitative descriptive analysis, in which students’ motivation scores were converted into percentages and categorized into five motivation levels. The interview with the chemistry teacher was analyzed descriptively to support the interpretation of the questionnaire and test results, particularly in identifying internal and external factors influencing students’ chemistry learning motivation. The results showed that no students were in the very low motivation category, 3 students had low motivation, 34 students had moderate motivation, 57 students had high motivation, and 4 students had very high motivation. A descriptive comparison between students’ learning motivation and test results showed that low motivation was not always followed by low test results. Some students with low motivation still achieved high test scores, whereas some students with high motivation achieved low test scores. The dominant internal factors influencing students’ motivation included willingness to learn, self-efficacy, and mathematical ability, while the external factors included practicum-based teaching methods, the teacher’s role, peer support, and the learning environment. These findings can serve as a basis for developing more effective chemistry learning strategies to improve students’ motivation and academic achievement.]]>
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