<![CDATA[Although schools have continuously sought to improve the quality of education through various academic and religious programs, variations in student learning outcomes still indicate that learning success is determined not only by the learning process in the classroom, but also by students’ internal and external factors. This study aims to analyze the effects of learning motivation, social interaction, and family environment on student learning outcomes, both partially and simultaneously, as well as to identify the contribution of each variable in the research model. This study employed a survey method with a quantitative approach. The study population consisted of 834 students, with a sample of 272 ninth-grade students selected through purposive sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability, then analyzed through classical assumption tests and multiple linear regression analysis, with hypothesis testing conducted using the t-test, F-test, and coefficient of determination (R²). The results showed that learning motivation, social interaction, and family environment individually and simultaneously had a positive and significant effect on student learning outcomes (sig. 0.000 < 0.05). The Adjusted R Square value of 0.613 indicates that 61.3% of the variation in learning outcomes can be explained by these three variables, while 38.7% is influenced by other factors outside the research model. These findings affirm that improving learning outcomes requires strengthening students’ internal motivation accompanied by support from a conducive social and family environment. This study contributes to strengthening the study of the factors determining learning outcomes and underscores the importance of sustained collaboration between schools and parents in creating an effective learning climate oriented toward optimal academic achievement.]]>
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