<![CDATA[Gender differences in science learning motivation remain underexplored, particularly among junior high school students in Indonesia. This study aims to analyze students’ motivation in science learning differentiated by gender using the Science Motivation Questionnaire (SMQ) adapted from Glynn et al. (2009). The instrument comprises 30 items across five dimensions: intrinsic motivation and personal relevance, self-efficacy and assessment anxiety, self-determination, career motivation, and grade motivation. A quantitative descriptive survey design was employed, involving 1,074 junior high school students recruited through purposive sampling. Data were analyzed using descriptive statistics and the Mann-Whitney U test, as normality tests confirmed non-normal data distribution. Results show that students generally exhibit high motivation (mean = 3.41), with self-determination scoring highest (3.70). Female students demonstrated significantly higher motivation than male students across all dimensions (U = 119282.000, Z = −4.481, p < 0.001). The primary motivating factors were intrinsic interest and the logical nature of science, while difficulty in understanding material and calculation complexity were the main demotivators. These findings highlight the need for gender-responsive and motivationally supportive science teaching strategies.]]>
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