<![CDATA[ABSTRACT Student achievement in IPAS learning develops through learning experiences shaped by the quality of instruction, the availability of learning facilities, and access to learning resources. The relationship among these three aspects needs to be examined comprehensively so that student achievement is not understood from a single dimension of learning. This study aimed to analyze the relationship between teaching quality, learning facilities, and learning resources and the academic achievement of fourth-grade elementary school students in IPAS in Rengat District. The study employed a quantitative approach with a correlational design and involved 37 respondents. Data were obtained through a structured survey and student achievement data and were analyzed using multiple linear regression. Data assessment included tests of normality, multicollinearity, heteroscedasticity, and autocorrelation, while hypothesis testing was conducted using the t-test and F-test at a significance level of 0.05. The analysis revealed significant relationships between each of the three aspects and student achievement. The three aspects were also significantly related to student achievement simultaneously. These findings indicate that student achievement in IPAS should be understood through the interconnectedness of pedagogical processes, learning facilities, and access to learning resources. ABSTRAK Prestasi belajar siswa pada pembelajaran IPAS berlangsung dalam pengalaman belajar yang dipengaruhi oleh kualitas proses pengajaran, kondisi fasilitas, dan ketersediaan sumber pengetahuan. Keterkaitan ketiga aspek tersebut perlu dilihat secara terpadu agar capaian belajar tidak dipahami hanya dari satu sisi pembelajaran. Penelitian ini bertujuan menganalisis keterkaitan kualitas pengajaran, fasilitas pembelajaran, dan sumber belajar dengan prestasi belajar siswa kelas IV sekolah dasar pada mata pelajaran IPAS di Kecamatan Rengat. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional dan melibatkan 37 responden. Data diperoleh melalui survei terstruktur serta data prestasi belajar, kemudian dianalisis menggunakan regresi linear berganda. Pemeriksaan data mencakup normalitas, multikolinearitas, heteroskedastisitas, dan autokorelasi, sedangkan pengujian hipotesis dilakukan melalui uji t dan uji F pada taraf signifikansi 0,05. Hasil analisis menunjukkan adanya keterkaitan signifikan antara kualitas pengajaran, fasilitas pembelajaran, dan sumber belajar dengan prestasi belajar secara parsial. Ketiga aspek tersebut juga memiliki keterkaitan signifikan secara simultan dengan prestasi belajar. Temuan ini menegaskan bahwa prestasi belajar pada pembelajaran IPAS perlu dipahami dalam keterhubungan antara proses pedagogis, dukungan fasilitas, dan akses terhadap sumber belajar.]]>
