The Effect of Learning Independence and Learning Motivation on mathematics Learning Outcomes of Grade VIII Studens at MTs Negeri 1 Donggala

Jingga Pramesti (Program Studi Pendidikan Matematika, Jurusan Pendidikan Matematika dan Ilmu Pengetahuan Alam, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tadulako, Palu, 94119, Indonesia)
Mustamin Idris (Program Studi Pendidikan Matematika, Jurusan Pendidikan Matematika dan Ilmu Pengetahuan Alam, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tadulako, Palu, 94119, Indonesia)
Bakri M Bakri M (Program Studi Pendidikan Matematika, Jurusan Pendidikan Matematika dan Ilmu Pengetahuan Alam, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tadulako, Palu, 94119, Indonesia)
Fajriani Fajriani (Program Studi Pendidikan Matematika, Jurusan Pendidikan Matematika dan Ilmu Pengetahuan Alam, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tadulako, Palu, 94119, Indonesia)

Journal of Educational Sciences
Vol. 10 No. 9 (2026): Journal of Educational Sciences

This study aims to: (1) determine whether learning independence influences the mathematics learning outcomes of grede VIII studens at  MTs Negeri 1 Donggala (2) determine whether learning motivation influences the mathematics learning outcomes of grede VIII studens at MTs Negeri 1 Donggala (3) determine whether learning independence influences the mathematics learning outcomes of grede VIII studens at  MTs Negeri 1 Donggala. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian kausal korelasional. Populasi dalam penelitian ini adalah seluruh siswa Kelas VIII MTs Negeri 1 Donggala. The sample comprised 86 students selected through proportional random sampling. Data were collected using a learning-independence questionnaire, a learning-motivation questionnaire, and a mathematics learning-outcomes test. Data were analyzed using multiple linear regression. The results, at a 5% significance level, showed that: (1) learning independence had a significant effect on mathematics learning outcomes, accounting for 35%; (2) learning motivation had a significant effect on mathematics learning outcomes, accounting for 34.6%; and (3) learning independence and learning motivation jointly had a significant effect on mathematics learning outcomes, accounting for 38.4%.