Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: (1) The differences in student learning outcomes using the VCT model and the CTL learning model; (2) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; (3) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and (4) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level ([alpha]) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: (1) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; (2) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; (3) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and (4) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.