Chemistry teaching-learning plays an important role in the development of knowledge transfer systems that are sustainable towards the environment and technological development in the society. Student motivation is needed so that the learning objectives can be achieved. In this research, students' learning motivation was fostered through the Science, Technology, Society and Environment (STSE) learning approach on electrolyte-non electrolyte subject. Therefore, this research was conducted to analyze the differences learning motivation among students who studied using the STSE approach. Quasi-experimental, specifically non-equivalent control group design was adopted as a research design. About 68 students participated as a research sample and grouped into experimental and control groups. Students' motivation in learning chemistry as a dependent variable was measure using learning motivation questionnaire, the five-point Likert scale was used. The results shows that the average scores of students' motivation in experimental group increased from 132.21 to 135.62, meanwhile in control group slightly decreased from 121.06 to 120.65. Research data analyzed through the independent sample t-test, show the significance (2-tailed) value obtained was 0.013, less than 0.05. It means that there was a significant difference of students' learning motivation between the experimental and control groups. Moreover, STSE can be used as an alternative learning approach to foster student learning motivation.
STSE, Learning Approach, Collaborative Learning, Learning Motivation.