<![CDATA[The low academic motivation among new female students at the Amanatul Ummah Islamic Boarding School in Surabaya is the background to this study, where adapting to a busy routine often diminishes enthusiasm for learning. This study focuses on quantitatively analyzing the relationship between learning experience and teaching style on the academic motivation of new female students. As a crucial step, this correlational study used a sample of 155 new female students at the MTS and MA levels selected through purposive sampling. Data were collected using three valid and reliable questionnaire scales and then analyzed using multiple regression techniques. The main findings indicate that simultaneously, learning experience and teaching style have a positive and significant relationship on academic motivation, with a contribution of 28.7%. Partially, both variables also proved to be significant predictors, with teaching style demonstrating a stronger influence. In conclusion, the quality of positive learning experiences and supportive teacher teaching styles are crucial pedagogical factors that can significantly increase the academic motivation of new female students, thus becoming an important strategy for Islamic boarding schools. ABSTRAKRendahnya motivasi akademik di kalangan santriwati baru Pondok Pesantren Amanatul Ummah Surabaya menjadi latar belakang penelitian ini, di mana adaptasi terhadap rutinitas padat seringkali menurunkan semangat belajar. Penelitian ini berfokus untuk menganalisis secara kuantitatif hubungan antara learning experience (pengalaman belajar) dan teaching style (gaya mengajar) dengan motivasi akademik santriwati baru. Sebagai langkah penting, penelitian korelasional ini menggunakan sampel sebanyak 155 santriwati baru jenjang MTS dan MA yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan tiga skala kuesioner yang valid dan reliabel, kemudian dianalisis dengan teknik regresi berganda. Temuan utama menunjukkan bahwa secara simultan, learning experience dan teaching style memiliki hubungan yang positif dan signifikan terhadap motivasi akademik, dengan kontribusi pengaruh sebesar 28,7%. Secara parsial, kedua variabel juga terbukti menjadi prediktor yang signifikan, di mana teaching style menunjukkan pengaruh yang lebih kuat. Kesimpulannya, kualitas pengalaman belajar yang positif dan gaya mengajar guru yang suportif merupakan faktor pedagogis krusial yang secara signifikan dapat meningkatkan motivasi akademik santriwati baru, sehingga menjadi strategi penting bagi lembaga pesantren.]]>
