<![CDATA[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.]]>
