<![CDATA[Abstrak: Rendahnya minat belajar siswa sering kali menjadi penghambat dalam mencapai potensi akademik, yang dipicu oleh kurangnya stimulus lingkungan dan penggunaan metode pembelajaran yang monoton. Penelitian difokuskan menganalisis tiga aspek utama, yaitu: (1) pengaruh lingkungan belajar terhadap minat belajar; (2) pengaruh media pembelajaran interaktif terhadap minat belajar; serta (3) pengaruh secara bersamaan antara lingkungan belajar dan media interaktif terhadap minat belajar siswa jurusan MPLB di SMK Negeri 1 Boyolali. Penelitian ini mengadopsi pendekatan kuantitatif dengan desain korelasional. Partisipan terdiri dari 104 siswa yang dipilih melalui teknik simple random sampling. Data dihimpun menggunakan instrumen kuesioner tertutup berbasis skala likert 5 yang telah teruji validitas dan reliabilitasnya. Kemudian diolah menggunakan uji regresi linear berganda melalui perangkat lunak IBM SPSS25. Temuan riset mengindikasikan bahwa: (1) lingkungan belajar berkontribusi positif dan signifikan terhadap minat belajar (sig. 0,00 < 0,05; thitung 4,299 > 1,984); (2) media pembelajaran interaktif memiliki dampak positif dan signifikan pada minat belajar (sig. 0,00 < 0,05; thitung 6,362 > 1,984); dan (3) secara bersamaan, kedua variabel independen tersebut berpengaruh signifikan terhadap minat belajar siswa (sig. 0,00 < 0,05; Fhitung 88,848 > 3,094). Implikasi praktis penelitian ini menegaskan sekolah perlu memprioritaskan integrasi teknologi interaktif dan perbaikan fasilitas fisik guna mengoptimalkan atensi akademik siswa. Kata kunci: atensi akademik; ekosistem pendidikan; kuantitatif; regresi linear berganda; visualisasi instruksional Abstract: Low student interest in learning frequently constitutes a barrier to the realization of academic potential, attributable to insufficient environmental stimulation and the adoption of monotonous instructional methods. This study examined three primary objectives: (1) the influence of the learning environment on learning interest; (2) the influence of interactive learning media on learning interest; and (3) the simultaneous influence of both the learning environment and interactive media on the learning interest of students in the Office Management and Business Services (MPLB) program at SMK Negeri 1 Boyolali. A quantitative approach with a correlational design was employed. Participants comprised 104 students selected through simple random sampling. Data were collected using a closed-ended questionnaire instrument based on a five-point Likert scale, the validity and reliability of which had been previously verified. Data were subsequently analyzed using multiple linear regression via IBM SPSS Statistics 25. The findings indicate that: (1) the learning environment exerted a positive and significant influence on learning interest (p = .000 < .05; t(102) = 4.299 > 1.984); (2) interactive learning media exerted a positive and significant influence on learning interest (p = .000 < .05; t(102) = 6.362 > 1.984); and (3) both independent variables simultaneously exerted a significant influence on student learning interest (p = .000 < .05; F(2, 101) = 88.848 > 3.09). The practical implications of this study highlight the need for schools to prioritize the integration of interactive technology alongside improvements to physical facilities in order to optimize student academic engagement. Keywords: academic attention; educational ecosystem; instructional visualization; multiple linear regression; quantitative]]>
