<![CDATA[Penelitian ini bertujuan untuk menganalisis pengaruh kemandirian belajar terhadap hasil belajar IPAS, pengaruh persepsi peserta didik kepada guru terhadap hasil belajar IPAS, serta pengaruh kemandirian belajar dan persepsi peserta didik kepada guru secara simultan terhadap hasil belajar IPAS peserta didik kelas IV SD Negeri 2 Kalipetir Tahun Ajaran 2025/2026. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian ex post facto. Populasi penelitian berjumlah 25 peserta didik kelas IV dengan teknik sampel jenuh. Pengumpulan data dilakukan melalui angket dan dokumentasi hasil belajar IPAS, sedangkan analisis data menggunakan regresi linear berganda dengan bantuan SPSS versi 25. Hasil penelitian menunjukkan bahwa kemandirian belajar berpengaruh positif dan signifikan terhadap hasil belajar IPAS dengan sumbangan pengaruh sebesar 42,2%. Persepsi peserta didik kepada guru juga berpengaruh positif dan signifikan dengan sumbangan pengaruh sebesar 84,3%. Secara simultan, kemandirian belajar dan persepsi peserta didik kepada guru berpengaruh signifikan terhadap hasil belajar IPAS dengan kontribusi sebesar 89,5%, sedangkan sisanya dipengaruhi oleh faktor lain di luar penelitian. Temuan ini memberikan kontribusi bagi pengembangan ilmu pendidikan, khususnya dalam memperkuat pentingnya pengembangan kemandirian belajar serta penciptaan persepsi positif peserta didik terhadap guru sebagai upaya meningkatkan hasil belajar IPAS di sekolah dasar. This study aimed to analyze the effect of learning independence on fourth-grade students' science and social studies (IPAS) learning outcomes, the effect of students' perceptions of teachers on IPAS learning outcomes, and the simultaneous effect of learning independence and students' perceptions of teachers on IPAS learning outcomes at SD Negeri 2 Kalipetir in the 2025/2026 academic year. This research employed a quantitative approach using an ex post facto design. The population consisted of 25 fourth-grade students, and a saturated sampling technique was applied. Data were collected through questionnaires and documentation of students' IPAS learning outcomes. The data were analyzed using multiple linear regression with SPSS version 25. The results revealed that learning independence had a positive and significant effect on IPAS learning outcomes, contributing 42.2% to students' achievement. Students' perceptions of teachers also had a positive and significant effect, contributing 84.3%. Furthermore, learning independence and students' perceptions of teachers simultaneously had a significant effect on IPAS learning outcomes, with a coefficient of determination of 89.5%, while the remaining 10.5% was influenced by other factors beyond the scope of this study. These findings contribute to educational research by highlighting the importance of fostering students' learning independence and developing positive teacher–student relationships to improve learning outcomes in elementary school.]]>
