<![CDATA[This study aims to examine the influence of the learning environment and school discipline on students' learning achievement, mediated by learning motivation, at MI Al Hidayah Mamasa. A quantitative approach with a correlational design was employed. The study population consisted of all 120 students at MI Al Hidayah Mamasa, with a sample of 92 students determined using Slovin's formula at a 5% margin of error. Data were collected using a Likert-scale questionnaire. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 software. The results indicate that the learning environment has a positive and significant effect on students' learning motivation (β = 0.401, p = 0.000) and on students' learning achievement (β = 0.726, p = 0.000)—serving as the most dominant factor in the model; school discipline has a positive and significant effect on students' learning motivation (β = 0.228, p = 0.001) and on students' learning achievement (β = 0.343, p = 0.000); and learning motivation has a positive and significant effect on students' learning achievement (β = 0.442, p = 0.000). Furthermore, learning motivation significantly mediates the effect of the learning environment on learning achievement (indirect effect = 0.321, p = 0.000) and significantly mediates the effect of school discipline on learning achievement (indirect effect = 0.151, p = 0.002). The model yielded R² values of 0.765 for learning motivation and 0.680 for students' learning achievement. These findings confirm that improving the quality of the learning environment and consistently implementing school discipline are strategic measures to optimize students' academic achievement by strengthening their learning motivation.]]>
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