Pengaruh Pengaruh Motivasi Belajar, Interaksi Sosial, dan Lingkungan Keluarga terhadap Hasil Belajar Siswa MTs Darul Ulum Waru Sidoarjo Effect of Learning Motivation, Social Interaction, and Family Environment on the Learning Outcomes of MTs Darul Ulum Waru Sidoarjo Students
Article Sidebar
Page Numbers:
285-303
Digital Object Identifier:
10.58578/anwarul.v6i2.9340
Viewed: 116 times
Downloaded: 64 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Siti Ma’rifatul Mahbubah1*, Masfufah Masfufah2, Laila Badriyah3 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Although schools have continuously sought to improve the quality of education through various academic and religious programs, variations in student learning outcomes still indicate that learning success is determined not only by the learning process in the classroom, but also by students’ internal and external factors. This study aims to analyze the effects of learning motivation, social interaction, and family environment on student learning outcomes, both partially and simultaneously, as well as to identify the contribution of each variable in the research model. This study employed a survey method with a quantitative approach. The study population consisted of 834 students, with a sample of 272 ninth-grade students selected through purposive sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability, then analyzed through classical assumption tests and multiple linear regression analysis, with hypothesis testing conducted using the t-test, F-test, and coefficient of determination (R²). The results showed that learning motivation, social interaction, and family environment individually and simultaneously had a positive and significant effect on student learning outcomes (sig. 0.000 < 0.05). The Adjusted R Square value of 0.613 indicates that 61.3% of the variation in learning outcomes can be explained by these three variables, while 38.7% is influenced by other factors outside the research model. These findings affirm that improving learning outcomes requires strengthening students’ internal motivation accompanied by support from a conducive social and family environment. This study contributes to strengthening the study of the factors determining learning outcomes and underscores the importance of sustained collaboration between schools and parents in creating an effective learning climate oriented toward optimal academic achievement.
Citation Metrics:
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Akmal, D. K. (2015). Manajemen Pendidikan. IntiPresindo Pustaka.
Alim, J. A., Fauzan, A., Arwana, I. M., & Musdi, E. (2020). Model of geometry realistic learning development with interactive multimedia assistance in elementary school. Journal of Physics: Conference Series, 1471(1), 012053. https://doi.org/10.1088/1742-6596/1471/1/012053
Al-oqleh, A., & Mat Teh, K. S. (2019). The effect of motivation on academic achievement among the Jordanian universities student. International Journal of Academic Research in Progressive Education and Development, 8(3), 267–278. https://ijarped.com/index.php/journal/article/view/2523
Arikunto, S. (2019). Prosedur Penelitian: Suatu Pendekatan Praktik. Rineka Cipta.
Asih, S. R. (2023). Pengaruh Motivasi Belajar dan Kemandirian Siswa terhadap Hasil Belajar Siswa di Sekolah Dasar. Jurnal Pendidikan Tambusai, 7(2), 10217–10223. https://doi.org/10.31004/jptam.v7i2.7974
Brigham, E. F., & Houston, J. F. (2018). Dasar-Dasar Manajemen Keuangan. Salemba Empat.
Darmawangsa, S. S. (2023). Pengaruh Disiplin Belajar dan Lingkungan Keluarga terhadap Hasil Belajar Matematika Siswa Kelas XI. Jurnal Ilmiah Profesi Pendidikan, 8(4), 2248–2255. https://doi.org/10.29303/jipp.v8i4.1762
Effrata. (2021). Landasan Hukum Pendidikan di Indonesia. Meretas: Jurnal Ilmu Pendidikan, 8(2), 101–110.
Hasbullah. (2015). Dasar-Dasar Ilmu Pendidikan. Rajawali Pers.
Hendra Anggryawan, I. (2020). Pengaruh Fasilitas Belajar dan Motivasi Belajar terhadap Hasil Belajar Siswa pada Mata Pelajaran Ekonomi. Jurnal Pendidikan Ekonomi (JUPE), 7(3), 71–75. https://doi.org/10.26740/jupe.v7n3.p71-75
Hidayat, K. (2014). Motivasi Belajar sebagai Mediasi Pengaruh Kemandirian Belajar dan Lingkungan Keluarga terhadap Hasil Belajar Mata Pelajaran Produktif Siswa Kelas XI AP SMK N 2 Magelang. Economic Education Analysis Journal, 3(3), 537–543. https://journal.unnes.ac.id/sju/eeaj/article/view/4508
Indrianti, M. (2022). Pengaruh Lingkungan Keluarga terhadap Hasil Belajar Akuntansi Kelas X di SMK Jakarta Timur 1. INTELEKTIUM, 3(2), 152–157. https://doi.org/10.37010/int.v3i2.917
Islamiati, D., Haeruddin, H., & Sugeng, S. (2021). Pengaruh Locus of Control Internal dan Interaksi Sosial terhadap Hasil Belajar Matematika. Primatika: Jurnal Pendidikan Matematika, 10(1), 19–26. https://doi.org/10.30872/primatika.v10i1.434
Julyanti, E. I. (2021). Pengaruh Motivasi terhadap Hasil Belajar Siswa Sekolah Menengah Pertama. Jurnal Pembelajaran dan Matematika Sigma (JPMS), 7(1), 7–11. https://doi.org/10.36987/jpms.v7i1.1942
Keban, M. L. (2018). Pengaruh Motivasi Belajar terhadap Hasil Belajar Matematika Siswa SMP. Jurnal Saintek Lahan Kering, 1(1), 17–18. https://doi.org/10.32938/slk.v1i1.440
Kusumawati, A. A. (2024). Self regulation dalam Meningkatkan Motivasi Belajar Peserta Didik. Jurnal Empati, 13(3), 242–247. https://doi.org/10.14710/empati.2024.45013
Lestari, R. T. (2020). Interaksi Sosial Peserta Didik di Lingkungan Sekolah dalam Pembentukan Karakter di SMA Negeri 2 Kayuagung. NUSANTARA: Jurnal Ilmu Pengetahuan Sosial, 7(2), 301–314. https://doi.org/10.31604/jips.v7i2.2020.301-314
Likur, F. A. (2024). Pengaruh Motivasi Belajar terhadap Hasil Belajar Matematika Siswa SMP Negeri Ampera, Alor. Science and Education Journal, 2(1), 37–55.
Megawati, A. S. (2024). Pengaruh Pola Asuh Orang Tua dan Interaksi Sosial terhadap Hasil Belajar Siswa Kelas V di UPT SPF SD Inpres Layang III Kota Makassar. Bosowa Journal of Education, 4(2), 215–221. https://doi.org/10.35965/bje.v4i2.4452
Nasution, H. H., Dewi, S. F., Ananda, A., & Khairani, K. (2023). Pengaruh Motivasi Belajar dan Lingkungan Keluarga terhadap Hasil Belajar PPKn Siswa. Jurnal Basicedu, 7(1), 295–302. https://doi.org/10.31004/basicedu.v7i1.4385
Novianti, C., Sadipun, B., & Balan, J. M. (2020). Pengaruh Motivasi Belajar terhadap Hasil Belajar Matematika Peserta Didik. Science and Physics Education Journal (SPEJ), 3(2), 57–75. https://doi.org/10.31539/spej.v3i2.992
Novika, A., & Suryanti, N. (2017). Pengaruh Interaksi Sosial Siswa terhadap Hasil Belajar Ekonomi Siswa Kelas X dan XII IPS di SMA Negeri 1 Perhentian Raja Tahun Pelajaran 2013–2014. PEKA, 4(2), 155–165. https://journal.uir.ac.id/index.php/Peka/article/view/173
Nugroho, R., & Warmi, A. (2022). Pengaruh Motivasi Belajar terhadap Hasil Belajar Matematika Siswa di SMPN 2 Tirtamulya. EduMatSains: Jurnal Pendidikan, Matematika dan Sains, 6(2), 407–418. https://doi.org/10.33541/edumatsains.v6i2.3627
Oktaviani, W. W. (2022). Pengaruh Interaksi Sosial Peserda Didik dalam Pembelajaran terhadap Hasil Belajar Subtema Manusia dan Benda di Lingkungannya. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 6(3), 751–761. https://doi.org/10.20961/jdc.v6i3.66798
Rahmadhani, S. E., & Masfiah, S. (2023). Pengaruh Motivasi Belajar terhadap Hasil Belajar Matematika Kelas VI Madrasah Ibtidaiyah Negeri 4 Lampung Timur. Elementary: Jurnal Ilmiah Pendidikan Dasar, 9(1), 55–62. https://doi.org/10.32332/elementary.v9i1.6465
Rahman, D. A., & Andaryani, E. T. (2024). Pengaruh Motivasi Belajar terhadap Hasil Belajar IPAS Kelas V SD Negeri Gayamsari 02 Kota Semarang. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(4), 467–474. https://doi.org/10.23969/jp.v9i4.16965
Romadhoni, E. O. (2019). Pengaruh Motivasi Belajar terhadap Hasil Belajar Peserta Didik pada Mata Pelajaran Gambar Teknik. Journal of Mechanical Engineering Education (Jurnal Pendidikan Teknik Mesin), 6(2), 228–234. https://doi.org/10.17509/jmee.v6i2.21799
Sardjono, O. C. A., Kasiyun, S., Ghufron, S., & Djazilan, S. (2024). Pengaruh Motivasi Belajar terhadap Hasil Belajar Siswa Kelas V SDN Punggul 2 Gedangan Sidoarjo. Jurnal Review Pendidikan dan Pengajaran, 7(4), 17588–17593. https://doi.org/10.31004/jrpp.v7i4.39041
Sari, D., Mutrofin, M., & Fitriyah, C. (2020). Korelasi antara Interaksi Sosial terhadap Hasil Belajar Afektif Siswa Sekolah Dasar. DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar, 3(1), 1–6. https://doi.org/10.21831/didaktika.v3i1.28120
Sari, P. K., & Sugeng, S. (2019). Pengaruh Interaksi Sosial dan Berpikir Kritis terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 1 Samarinda. Primatika: Jurnal Pendidikan Matematika, 8(2), 73–82. https://doi.org/10.30872/primatika.v8i2.142
Sitanggang, W. H., Sijabat, O. P., & Pasaribu, E. (2023). Pengaruh Interaksi Sosial terhadap Hasil Belajar Tematik Siswa Kelas IV SD Negeri 124386 Pematangsiantar. Innovative: Journal of Social Science Research, 3(2), 6037–6047. https://j-innovative.org/index.php/Innovative/article/view/1052
Sugiyono. (2018). Metode Penelitian. Media Press.
Wahid, F. S. (2020). Pengaruh Lingkungan Keluarga dan Lingkungan Sekolah terhadap Prestasi Belajar Siswa. Syntax Literate: Jurnal Ilmiah Indonesia, 5(8), 555–564. https://doi.org/10.36418/syntax-literate.v5i8.1526
Zahara, L. A. (2025). Hubungan Motivasi Belajar terhadap Hasil Belajar Siswa di SDN 04 Talang Tangah. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(3), 268–282. https://doi.org/10.23969/jp.v10i03.32091
Zhang, X., & Qian, W. (2024). The effect of social support on academic performance among adolescents: The chain mediating roles of self-efficacy and learning engagement. PLoS ONE, 19(12), e0311597. https://doi.org/10.1371/journal.pone.0311597