<![CDATA[Abstrak Penelitian ini mengkaji hubungan antara praktik manajemen kelas dan motivasi belajar siswa pada pembelajaran Aqidah Akhlak di Madrasah Tsanawiyah Muhammadiyah Binjai. Manajemen kelas yang efektif secara teoretis merupakan fondasi penting untuk mencapai pendidikan berkualitas dan menciptakan lingkungan belajar yang kondusif. Namun, observasi awal menunjukkan masih adanya tantangan disiplin seperti penggunaan ponsel dan gangguan di kelas, sehingga diperlukan kajian empiris terkait dampak manajemen kelas yang diterapkan. Menggunakan metode kuantitatif korelasional, data dikumpulkan melalui kuesioner yang telah diuji validitas dan reliabilitasnya pada dua variabel (manajemen kelas α=0,633; motivasi belajar α=0,688). Uji asumsional menunjukkan data normal dan linier. Temuan deskriptif mengindikasikan pelaksanaan manajemen kelas pada kategori “sangat tinggi” (X=4,21) dan motivasi siswa kategori “tinggi” (Y=4,02). Analisis korelasi Pearson menunjukkan adanya hubungan positif yang signifikan secara statistik (p=0,000), namun kekuatan hubungan ini sangat lemah (r=0,182). Hasil ini menunjukkan bahwa pengaruh manajemen kelas terhadap motivasi siswa terbatas, sehingga disarankan agar pendidik tetap menjaga kualitas manajemen kelas sambil memfokuskan upaya pada faktor inovatif lain yang lebih berdampak terhadap motivasi belajar. Kata Kunci: Manajemen Kelas, Motivasi Belajar, Korelasi Pearson, Aqidah Akhlak, Penelitian Kuantitatif Abstract This study investigates the relationship between classroom management practices and student motivation in Aqidah Akhlak (Islamic Faith and Morals) education at Madrasah Tsanawiyah Muhammadiyah Binjai. Effective classroom management is considered fundamentally important for ensuring quality education and fostering a positive learning environment. Nevertheless, initial observation identified disciplinary issues, such as students’ mobile phone usage and classroom distractions, prompting an empirical assessment of existing classroom management. Utilizing a quantitative correlational approach, data were collected with validated and reliable questionnaires for two variables (classroom management α=0.633; motivation α=0.688). Prerequisite tests confirmed normal and linear data distribution. Descriptive results showed that classroom management was rated “very high” (X=4.21) and student motivation “high” (Y=4.02). Pearson correlation analysis revealed a statistically significant positive relationship (p=0.000), though the strength was classified as very low (r=0.182). These findings indicate that while classroom management has a positive impact, its contribution to student motivation is limited. Thus, educators are advised to maintain strong classroom management while strategically targeting other high-impact factors to further enhance motivation. Keywords: Classroom Management, Learning Motivation, Pearson Correlation, Aqidah Akhlak, Quantitative Research]]>
