<![CDATA[Science learning outcomes are associated with various factors related to students’ engagement and learning processes, including learning motivation, learning discipline, and critical thinking skills. This study aimed to analyze the relationships between these three variables and science learning outcomes on the Living Organization System topic. This study employed a correlational ex-post facto design involving a population of 210 students and a sample of 160 Grade VII students at SMP Negeri 31 Makassar selected through purposive sampling. Data were collected using questionnaires measuring learning motivation and learning discipline, an essay test measuring critical thinking skills, and a multiple-choice test measuring science learning outcomes. The data were analyzed using Pearson correlation and multiple linear regression after fulfilling the required analytical assumptions. Learning motivation, learning discipline, critical thinking skills, and science learning outcomes were generally categorized as high. Partially, the three variables were positively and significantly related to science learning outcomes. Critical thinking skills were the strongest relative predictor. Simultaneously, the three variables were significantly related to science learning outcomes, with R = 0.722, F(3,156) = 56.651, p < 0.001, and R² = 0.521. Learning motivation, learning discipline, and critical thinking skills were jointly associated with science learning outcomes and statistically explained 52.1% of the variance in students’ learning outcomes. These findings highlight the importance of considering motivational, behavioral, and cognitive aspects in science learning. ABSTRAK Hasil belajar IPA dipengaruhi oleh berbagai faktor yang berkaitan dengan keterlibatan dan proses belajar siswa, termasuk motivasi belajar, disiplin belajar, dan kemampuan berpikir kritis. Penelitian ini bertujuan menganalisis hubungan ketiga variabel tersebut dengan hasil belajar IPA pada materi Sistem Organisasi Kehidupan. Penelitian menggunakan desain ex-post facto korelasional dengan populasi 210 siswa dan sampel 160 siswa kelas VII SMP Negeri 31 Makassar yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan angket motivasi dan disiplin belajar, tes uraian kemampuan berpikir kritis, serta tes pilihan ganda hasil belajar IPA. Data dianalisis menggunakan korelasi Pearson dan regresi linear berganda setelah memenuhi uji prasyarat analisis. Motivasi belajar, disiplin belajar, kemampuan berpikir kritis, dan hasil belajar IPA berada pada kategori tinggi. Secara parsial, ketiga variabel berhubungan positif dan signifikan dengan hasil belajar IPA. Kemampuan berpikir kritis merupakan prediktor relatif paling kuat. Secara simultan, ketiga variabel berhubungan signifikan dengan hasil belajar IPA, dengan R = 0,722, F(3,156) = 56,651, p < 0,001, dan R² = 0,521. Motivasi belajar, disiplin belajar, dan kemampuan berpikir kritis secara bersama-sama berkaitan dengan hasil belajar IPA dan menjelaskan 52,1% variasi hasil belajar siswa. Temuan ini menunjukkan pentingnya memperhatikan aspek motivasional, keteraturan belajar, dan kemampuan berpikir kritis dalam pembelajaran IPA.]]>
