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All Journal PEDAGOGIC: Indonesian Journal of Science Education and Technology
Wardani, Galuh Esti
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Lingkungan Keluarga, Gaya Mengajar Guru dan Media Pembelajaran Digital Terhadap Motivasi Belajar Siswa Smp pada Mata Pelajaran IPS di SMPN Satu Atap Sendang Wardani, Galuh Esti; Rindrayani, Sulastri Rini
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 5 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i5.7122

Abstract

This study aims to analyze the influence of the family environment, teachers' teaching styles, and digital learning media on students' learning motivation in Social Studies (IPS) at SMPN Satu Atap Sendang. The study employs an associative quantitative approach with multiple linear regression analysis. The population consists of 60 students from grades VII–IX, all of whom were included in the sample using a saturated sampling technique. Data were collected via questionnaires and analyzed using IBM SPSS 23. Partial test results indicate that the family environment (t = 3.863; p = 0.000) and teachers' teaching styles (t = 4.099; p = 0.000) have a positive and significant influence on learning motivation. Conversely, digital learning media does not show a significant influence (t = 0.516; p = 0.608). These findings suggest that, within the context of this study, the use of digital media has not been shown to contribute significantly—when considered individually—to students' learning motivation. One possible explanation is that digital media currently serves merely as an auxiliary tool in the learning process. Simultaneously, all three variables exert a significant influence on learning motivation (F = 56.986; p = 0.000), with an Adjusted R-squared value of 0.767. This means the model explains 76.7% of the variation in students' learning motivation, while the remaining 23.3% is attributed to factors outside the scope of this research model
Co-Authors Rindrayani, Sulastri Rini