This study was motivated by the difficulties students at SMA Negeri 13 Medan faced in grasping the abstract and theoretical concepts of chemical bonding, which negatively impacted their motivation and learning outcomes. The study aimed to analyze significant differences in student motivation and learning outcomes, as well as the correlation between the two, through the implementation of innovative, technology-based learning models. A quasi-experimental method was employed with a sample comprising two classes: Experimental Class 1 (using the PBL model) and Experimental Class 2 (using the DL model), both supported by iSpring Presenter software. Hypothesis testing using an independent sample t-test resulted in the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (Ha) for both motivation and learning outcomes. Furthermore, correlation analysis based on the product-moment formula also led to the rejection of H0 (acceptance of Ha) for both experimental classes. Data analysis indicates that the iSpring Presenter-based PBL model was more effective than the DL model in enhancing students' motivation and chemistry learning outcomes, and that a significant, positive linear correlation exists between motivation and learning outcomes.