The Influence of School Environment on Motivation to Learn Indonesian in Elementary Schools
DOI:
https://doi.org/10.17509/mimbar-sd.v13i2.111Keywords:
Elementary Students, Indonesian Language Learning, Learning Motivation, Quantitative Study, School EnvironmentAbstract
Students’ motivation to learn is a key factor in shaping their engagement and academic success, particularly in language subjects such as Indonesian. However, many elementary school students experience fluctuating motivation due to inadequate learning environments, limited teacher support, and less conducive classroom conditions. This study aims to examine the influence of the school environment on elementary students’ motivation to learn Indonesian. A quantitative correlational design was employed, involving 27 fifth-grade students selected through proportional random sampling. Data were collected using validated and reliable questionnaires measuring students’ perceptions of the school environment and their learning motivation. Data analysis included descriptive statistics, Pearson correlation, and simple linear regression. The results indicate a moderate positive correlation between the school environment and learning motivation (r = 0.606), and regression analysis shows that the school environment significantly affects students’ motivation, contributing 36.7% of the variance in motivation scores. These findings suggest that a supportive school environment, characterized by positive teacher–student interactions, adequate facilities, and a conducive classroom climate, plays an important role in enhancing students’ motivation to learn Indonesian. Therefore, improving the physical, social, and instructional aspects of the school environment can be an effective strategy to increase students’ learning motivation and engagement in the learning process.
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