<![CDATA[The phenomenon at SMA Negeri 2 Pekanbaru indicates that students’ learning activity in Islamic Religious Education (PAI) varies and has not reached the expected level. This study aims to analyze the influence of PAI teacher attitude, conducive learning environment, and learning motivation on student learning activity, both partially and simultaneously. A quantitative correlational method was employed using a field survey and ex post facto approach. The sample consisted of 70 grade XI students selected through purposive sampling, including 48 males (68.6%) and 22 females (31.4%). Data were collected using four 10-item Likert-scale instruments measuring teacher attitude, conducive environment, learning motivation, and learning activity, with Cronbach’s Alpha values of 0.795, 0.823, 0.781, and 0.856, respectively. Pearson correlation and multiple regression were used for analysis. The results showed significant positive relationships between teacher attitude (r = 0.523; p = 0.000), conducive environment (r = 0.612; p = 0.000), learning motivation (r = 0.487; p = 0.000), and learning activity. The regression model was significant (F = 15.847; p < 0.05), with R² = 0.418. Conducive environment had the strongest significant effect (β = 0.438; p = 0.000), followed by teacher attitude (β = 0.312; p = 0.005), while learning motivation was not significant (β = 0.186; p = 0.084). These findings highlight the importance of a conducive learning environment and supportive PAI teacher attitudes in improving student learning activity.]]>
Copyrights © 2026
