<![CDATA[Students’ poor learning attitudes constitute one of the challenges in mathematics instruction in Grade XI at SMKN 1 Tanjuang Baru. Observations and interviews showed that some students perceived mathematics as difficult and boring, were less active in learning, demonstrated insufficient responsibility in completing assignments, and tended not to pay attention to the teacher’s explanations. This condition was accompanied by low mathematics learning outcomes, as indicated by the large number of students who obtained scores below the Minimum Mastery Criterion. This study aimed to analyze the effect of learning attitudes on the mathematics learning outcomes of Grade XI students at SMKN 1 Tanjuang Baru. The study employed a quantitative approach with an ex post facto correlational design. The study population comprised 106 students from five classes, while the sample consisted of 30 students selected through random sampling. Data were collected using a Likert-scale learning attitude questionnaire and documented mathematics learning outcome scores. The data were analyzed using a normality test, linearity test, Pearson product–moment correlation, simple linear regression, coefficient of determination, and t test. The results showed a positive and very strong relationship between learning attitudes and mathematics learning outcomes, with a correlation coefficient of 0.820. Learning attitudes explained 67.3% of the variance in mathematics learning outcomes, while the remaining 32.7% was not explained by the research model. The hypothesis test results showed that learning attitudes had a positive and significant effect on mathematics learning outcomes. Thus, the more positive the students’ learning attitudes, the better the mathematics learning outcomes they achieved. These findings imply the importance of implementing instruction that supports the development of positive learning attitudes to improve the mathematics learning outcomes of vocational high school students.]]>
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