<![CDATA[This study aims to analyze the effects of critical thinking skills, self-confidence, peer relationships, and family environment on learning interest, as well as the effects of critical thinking skills, learning interest, self-confidence, peer relationships, and family environment on students’ learning achievement, both partially and simultaneously. This study employed a quantitative approach with an associative research design. The population consisted of 81 tenth-grade students at SMA Negeri 1 Hiliran Gumanti. A total sampling technique was employed, resulting in 81 students as the research sample. Data were analyzed using path analysis through two sub-structures. The results of the first sub-structure indicate that self-confidence and peer relationships have positive and significant effects on learning interest, while critical thinking skills and family environment have positive but insignificant effects. Simultaneously, critical thinking skills, self-confidence, peer relationships, and family environment have a significant effect on learning interest, with an R-square value of 0.664. The results of the second sub-structure show that critical thinking skills and family environment have negative and significant effects on learning achievement, while learning interest has a positive and significant effect. Self-confidence has a negative but insignificant effect, whereas peer relationships have a positive but insignificant effect on learning achievement. Simultaneously, critical thinking skills, learning interest, self-confidence, peer relationships, and family environment significantly affect students’ learning achievement, with an R-square value of 0.276. These findings indicate that self-confidence and peer relationships play an important role in increasing students’ learning interest, while learning interest, critical thinking skills, and family environment are significantly associated with students’ learning achievement.]]>
