The relationships of social environment, discipline, and learning facilities with public senior high school students' biology interest and learning outcomes

Jusmarini Kadir (Master Program in Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, South Sulawesi)
Yusminah Hala (Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, South Sulawesi)
Alimuddin Ali (Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, South Sulawesi)
Firdaus Daud (Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, South Sulawesi)
Hartono Hartono (Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, South Sulawesi)

Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan
Vol 8, No 2 (2026): June 2026

Learning interest and learning outcomes are important indicators of educational quality. This study aimed to analyze the relationships of social environment, learning discipline, and learning facilities with students’ learning interest and learning outcomes. The novelty of this study lies in examining these three factors simultaneously in relation to both learning interest and learning outcomes in biology learning. A quantitative correlational approach was employed involving 269 grade XI students of public senior high schools in Sidrap Regency selected through area random sampling. Data were collected using questionnaires and documentation and analyzed using simple and multiple regression. The results showed that all independent variables had positive and significant relationships with learning interest and learning outcomes (p < 0.05). Learning discipline showed the strongest relationship with learning interest (R² = 0.623), while learning facilities had the strongest relationship with learning outcomes (R² = 0.713). Simultaneously, the three variables explained 41.4% of the variance in learning interest and 88.8% of the variance in learning outcomes. These findings highlight the importance of social, behavioral, and facility-related factors in supporting students’ interest and achievement in biology learning. Abstrak. Minat belajar dan hasil belajar merupakan indikator penting kualitas pendidikan. Penelitian ini bertujuan menganalisis hubungan lingkungan sosial, disiplin belajar, dan fasilitas belajar dengan minat belajar serta hasil belajar siswa. Kebaruan penelitian ini terletak pada pengkajian ketiga faktor tersebut secara simultan terhadap minat belajar dan hasil belajar biologi siswa. Penelitian menggunakan pendekatan kuantitatif korelasional pada 269 siswa kelas XI SMA Negeri di Kabupaten Sidrap yang dipilih melalui teknik area random sampling. Data dikumpulkan menggunakan angket dan dokumentasi, kemudian dianalisis dengan regresi sederhana dan regresi berganda. Hasil penelitian menunjukkan bahwa seluruh variabel independen memiliki hubungan positif dan signifikan dengan minat belajar dan hasil belajar (p < 0,05). Disiplin belajar memiliki hubungan paling kuat dengan minat belajar (R² = 0,623), sedangkan fasilitas belajar memiliki hubungan paling kuat dengan hasil belajar (R² = 0,713). Secara simultan, ketiga variabel menjelaskan 41,4% variasi minat belajar dan 88,8% variasi hasil belajar. Temuan ini menunjukkan pentingnya faktor sosial, perilaku belajar, dan fasilitas pembelajaran dalam mendukung minat dan hasil belajar biologi siswa.