<![CDATA[This study aims to analyze the effect of the use of technology in learning, learning interest, parental support, and school environment on learning achievement through learning motivation as an intervening variable among tenth-grade students of SMA Negeri 1 Sipora in the 2024/2025 academic year. This research employed a quantitative approach with explanatory research design. The population consisted of 95 tenth-grade students, and the sample was selected using proportional random sampling. Data were collected using closed questionnaires with a Likert scale. The data were analyzed using path analysis and hypothesis testing with t-test and F-test. The results show that: (1) the use of technology in learning significantly affects learning motivation (β=0.429; t=5.663), (2) learning interest significantly affects learning motivation (β=0.372; t=5.174), (3) parental support significantly affects learning motivation (β=0.145; t=2.179), (4) school environment does not significantly affect learning motivation (β=0.085; t=1.425), (5) the use of technology significantly affects learning achievement (β=0.218), (6) learning interest significantly affects learning achievement (β=0.184), (7) parental support significantly affects learning achievement (β=0.120), (8) school environment significantly affects learning achievement (β=0.155), and (9) learning motivation significantly affects learning achievement (β=0.439). Learning motivation plays a significant role as an intervening variable in improving students’ learning achievement. Therefore, schools are expected to enhance technological facilities and strengthen learning support systems to improve students’ motivation and academic achievement.]]>
Copyrights © 2026
