The Effect of Family Function and Classroom Climate on Learning Motivation in Grade VIII Students at Nurul Hikmah Al-Hakim Junior High School, Jonggol, West Java

Abstract

This study aims to determine the significant relationships between family function, classroom climate, and learning motivation among Grade VIII students at SMPP Nurul Hikmah Al-Hakim. The study employed a quantitative approach with a correlational design using an ex post facto method. The research population consisted of all Grade VIII students at SMPP Nurul Hikmah Al-Hakim, Jonggol, West Java, with a total of 86 students selected through a cluster random sampling technique. Data were collected using a Likert-scale questionnaire as the primary instrument and analyzed using t-tests, F-tests, and multiple linear regression analysis to examine the effects of family function (X1) and classroom climate (X2) on learning motivation (Y). The results showed that family function did not have a significant effect on learning motivation, with a regression coefficient of 0.064, indicating a positive direction but no statistical significance. Classroom climate had a positive and significant effect on learning motivation, with a t-value of 4.327, a significance value of < 0.001, and a regression coefficient of 0.453. Simultaneously, family function and classroom climate significantly affected learning motivation, with an F-value of 14.117 and a significance value of < 0.001. The R-square value of 0.254 indicated that the two independent variables explained 25.4% of the variance in learning motivation, while the remaining 74.6% was explained by other factors outside the research model. Further research is recommended to investigate other factors influencing students’ learning motivation beyond family function and classroom climate.