<![CDATA[Penelitian ini bertujuan menganalisis pengaruh signifikan minat baca dan motivasi belajar terhadap hasil belajar Bahasa Indonesia siswa kelas IV di UPT SPF SD Negeri Baddoka, Kota Makassar. Latar belakang didasarkan pada rendahnya capaian literasi Indonesia dalam laporan PISA 2022 (peringkat ke-74 dari 81 negara) serta ketidaktuntasan 67% siswa dalam mata pelajaran Bahasa Indonesia (KKM 75). Metode penelitian menggunakan pendekatan kuantitatif ex post facto dengan teknik purposive sampling pada 88 siswa yang terbagi dalam tiga kelas (IV-A, IV-B, IV-C). Data dikumpulkan melalui angket minat baca dan motivasi belajar, serta tes hasil belajar, kemudian dianalisis dengan statistik deskriptif dan inferensial (uji regresi linear sederhana dan berganda). Hasil penelitian menunjukkan bahwa minat baca berpengaruh signifikan dengan koefisien regresi 0,695 (p<0,001), di mana setiap peningkatan satu satuan minat baca meningkatkan hasil belajar sebesar 0,695 poin. Motivasi belajar memiliki pengaruh lebih dominan dengan koefisien 0,782 (p<0,001), di mana peningkatan satu satuan motivasi meningkatkan hasil belajar sebesar 0,782 poin. Secara simultan, kedua variabel menjelaskan 76% varians hasil belajar (R²=0,76). Siswa dengan minat baca tinggi ditandai durasi membaca >30 menit/hari dan frekuensi kunjungan perpustakaan 3–5 kali/minggu, sedangkan siswa termotivasi ditandai ketekunan (87%) dan inisiatif bel ajar mandiri (68%). Disparitas antarkelas mengungkapkan kelas IV-C memiliki capaian optimal (mean hasil belajar 84,83) akibat lingkungan literasi dan motivasi intrinsik yang lebih baik. Simpulan penelitian menegaskan bahwa sinergi minat baca dan motivasi belajar membentuk landasan kognitif-afektif kritis bagi peningkatan hasil belajar. Implikasi pedagogis merekomendasikan revitalisasi program literasi berbasis konteks lokal, pelatihan guru dalam teknik scaffolding motivasional, dan integrasi platform digital berbasis gamifikasi. This study aims to analyze the significant influence of reading interest and learning motivation on the Indonesian language learning outcomes of fourth-grade students at UPT SPF SD Negeri Baddoka, Makassar City. The background is grounded in Indonesia’s low literacy achievement in the PISA 2022 report (ranked 74th out of 81 countries) and the incompleteness of 67% of students in Indonesian subjects (Minimum Completion Criteria/KKM 75). The research method employed an ex post facto quantitative approach with purposive sampling of 88 students across three classes (IV-A, IV-B, IV-C). Data were collected through questionnaires on reading interest and learning motivation, as well as learning outcome tests, and analyzed using descriptive and inferential statistics (simple and multiple linear regression tests). The results indicate that reading interest has a significant influence with a regression coefficient of 0.695 (p<0.001), where each one-unit increase in reading interest improves learning outcomes by 0.695 points. Learning motivation exhibits a more dominant effect with a coefficient of 0.782 (p<0.001), where a one-unit increase in motivation enhances learning outcomes by 0.782 points. Simultaneously, both variables explain 76% of the variance in learning outcomes (R²=0.76). Students with high reading interest are characterized by reading durations exceeding 30 minutes/day and library visit frequencies of 3–5 times/week, while motivated students demonstrate perseverance (87%) and independent learning initiative (68%). Inter-class disparities reveal that class IV-C achieves optimal results (mean learning outcome 84.83) due to superior literacy environments and intrinsic motivation. The study concludes that the synergy between reading interest and learning motivation forms a critical cognitive-affective foundation for improving learning outcomes. Pedagogical implications recommend revitalizing locally contextualized literacy programs, teacher training in motivational scaffolding techniques, and integrating gamification-based digital platforms.]]>
