<![CDATA[This study was motivated by the low learning motivation of students, stemming from boredom with previously used instructional models; consequently, there was a need for a model capable of boosting motivation, such as the experiential learning model. The research problem addressed whether the experiential learning model influenced the history learning motivation of Phase E students at SMA Negeri 1 Solok Selatan. A quantitative quasi-experimental research design was employed, utilizing both control and experimental classes. The study population consisted of all 370 Phase E students at SMA Negeri 1 Solok Selatan, with Class X Phase E.10 serving as the control group and Class X Phase E.11 as the experimental group. Data collection instruments included questionnaires and documentation. Data analysis encompassed descriptive statistics, normality tests, homogeneity tests, N-Gain tests, and hypothesis testing (t-test). Normality test results indicated that all data were normally distributed (significance value > 0.05), and homogeneity test results showed the data to be homogeneous (significance value > 0.05). Hypothesis testing using the Paired Sample Test yielded a significance value (sig. 2-tailed) of 0.000 (< 0.05), meaning the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. Thus, it can be concluded that the experiential learning model applied in the experimental class had a positive impact by increasing students' motivation to learn history. This conclusion is further supported by the N-Gain test results, where the experimental class's average score (0.35878) was higher than that of the control class, indicating a moderate level of improvement in student learning motivation within the experimental group.]]>
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