ABSTRAKTujuan penelitian ini adalah untuk mengetahui profil motivasi belajar Mahasiswa Calon Guru Kimia (MCGK) tingkat I sampai dengan tingkat IV. Selain itu, juga dikaji korelasi antara motivasi dengan model mental kimia sekolah. Penelitian dilakukan menggunakan metode kuantitatif non eksperimen, dengan desain survei lintas-bagian (cross-sectional survey) dan melibatkan 124 mahasiswa calon guru kimia di jurusan Pendidikan Kimia pada salah satu Universitas di Bandung. Data dikumpulkan melalui Kuesioner Motivasi Belajar Kimia (KMBK) dan Tes Diagnostik Model Mental Kimia Sekolah (TDMKS). Hasil analisis deskriptif menunjukkan motivasi belajar MCGK pada kategori rendah untuk tingkat I (M=3,04; SD=0,24) dan kategori sedang untuk tingkat II (M=3,56; SD=0,20), tingkat III (M=3,78; SD=0,26), dan tingkat IV (M=3,89; SD=0,25). Hasil uji Kruskal Wallis menunjukkan adanya perbedaan secara signifikan pada sebagian besar jenis motivasi belajar MCGK berdasarkan tingkat kelas, kecuali jenis target prestasi. Motivasi belajar MCGK berkorelasi pada tingkat sedang dengan model mental kimia sekolah (r=0,399; p0,01).ABSTRACTThe aim of this research was to know the learning motivation profile of the Pre-service Chemistry Teacher (PCT) from the first to the fourth grade. Besides that, the correlation between motivation and school chemistry mental model was also examined. The research was conducted using non-experiment quantitative model, with the cross-sectional survey design and involved 124 PCT in Chemistry Education Department in one of universities in Bandung. The data was collected from the Questionnaire of Motivation toward Chemistry Learning (QMCL) and the Diagnostic Test of School Chemistry Mental Models (DTSCM). The result of the descriptive analysis showed that the learning motivation of PCT was in the low category for the first grade (M=3,04; SD=0,24) and the middle category for the second (M=3,56; SD=0,20), the third (M=3,78; SD=0,26), and the fourth grade (M=3,89; SD=0,25). The result of Kruskal Wallis Test showed there was a significant difference in most of the learning motivations of PCT according to grades, except for achievement goals. The learning motivaton of PCT moderately correlated with school chemistry mental model (r=0,399; p0,01).