Implementation of The Project-Based Learning (PjBL) Instructional Model with Inquiry on Students’ Learning Motivation at State Senior High School 1 Talang Padang

Learning motivation is an important factor influencing students’ engagement, persistence, and success in Biology learning. However, classroom instruction at the senior high school level is often dominated by teacher-centered approaches, which may limit students’ active participation and motivational development. This study aimed to compare students’ learning motivation across Project-Based Learning (PjBL), Inquiry Learning, and conventional instructional approaches in Biology learning. The study employed a quantitative quasi-experimental design with a pretest–posttest approach involving three groups. Participants consisted of 85 Grade XI students from SMA Negeri 1 Talang Padang, South Sumatra, distributed across three classes: PjBL (n = 28), Inquiry (n = 29), and conventional learning (n = 28). Data were collected using an 18-item learning motivation questionnaire measured on a four-point Likert scale. The instrument demonstrated good internal consistency reliability with a Cronbach’s alpha coefficient of 0.88. Data were analyzed using the Kolmogorov–Smirnov test, Levene’s test, and the Kruskal–Wallis test. The results indicated that the data met the homogeneity assumption but violated the normality assumption in one group; therefore, a non-parametric analysis was employed. The Kruskal–Wallis test revealed no statistically significant differences in students’ learning motivation among the PjBL, Inquiry, and conventional learning groups (χ² = 0.853, p = .653). Descriptive statistics showed high levels of learning motivation across all groups, with mean scores of 93.53 for PjBL, 93.57 for Inquiry, and 95.58 for conventional instruction. These findings suggest that all three instructional approaches were similarly effective in maintaining students’ learning motivation during the intervention period. The study highlights that learning motivation may be influenced by factors beyond instructional models, including classroom climate, prior learning experiences, and teacher support. Future research should examine the long-term effects of student-centered instructional approaches on motivational development.