<![CDATA[The physical classroom environment plays a significant role in early childhood learning, yet the use of color and classroom decoration in early childhood education institutions remains suboptimal. This study aimed to determine the effect of classroom colors and decorations on the learning interest of children aged 5–6 years at TK Aisyiyah Bustanul Athfal Sendang Rejo. A quantitative approach with a correlational method was employed. The research subjects consisted of 20 children from group B, selected through total sampling. Data were collected via structured observation, class teacher questionnaires, and documentation, then analyzed using descriptive statistics and simple correlation tests. Validity testing confirmed that all instrument items were valid (rcomputed = 0.45–0.78 > rtable = 0.361) and reliable (α = 0.82 and 0.85). The mean percentage for the classroom color and decoration variable reached 85%, classified as very good, while children's learning interest averaged 85.8% in the same category. The correlation test yielded r = 0.91, indicating a very strong relationship. This study concludes that classroom colors and decorations have a positive effect on early childhood learning interest. Early childhood education institutions are encouraged to optimize the physical classroom environment as a means of stimulating child development and enhancing learning interest. ABSTRAK Lingkungan fisik kelas berpengaruh terhadap proses belajar anak usia dini, namun pemanfaatan warna dan dekorasi kelas secara optimal di lembaga PAUD masih belum merata. Penelitian ini bertujuan untuk mengetahui pengaruh warna dan dekorasi kelas terhadap minat belajar anak usia 5–6 tahun di TK Aisyiyah Bustanul Athfal Sendang Rejo. Penelitian menggunakan pendekatan kuantitatif dengan metode korelasional. Subjek penelitian adalah 20 anak kelompok B yang dipilih menggunakan teknik total sampling. Data dikumpulkan melalui observasi terstruktur, angket guru kelas, dan dokumentasi, kemudian dianalisis menggunakan statistik deskriptif dan uji korelasi sederhana. Hasil uji validitas menunjukkan seluruh butir instrumen valid (rhitung = 0,45–0,78 > rtabel = 0,361) dan reliabel (α = 0,82 dan 0,85). Rata-rata persentase variabel warna dan dekorasi kelas mencapai 85% dengan kategori sangat baik, sedangkan rata-rata minat belajar anak mencapai 85,8% pada kategori yang sama. Hasil uji korelasi memperoleh nilai r = 0,91 yang termasuk kategori sangat kuat. Penelitian ini menyimpulkan bahwa warna dan dekorasi kelas berpengaruh positif terhadap minat belajar anak usia dini. Lembaga PAUD diharapkan dapat mengoptimalkan penataan lingkungan fisik kelas sebagai sarana stimulasi perkembangan dan peningkatan minat belajar anak secara optimal.]]>
