<![CDATA[Low mathematics learning outcomes among junior high school (SMP) students are clearly linked to suboptimal learning motivation and discipline. This study aimed to analyze the effect of learning motivation and learning discipline on students' mathematics learning outcomes, both partially and simultaneously. A quantitative ex post facto approach was employed, involving 34 eighth-grade students of SMP Muhammadiyah Al-Kautsar PK Kartasura selected through purposive sampling. Data on motivation and discipline were collected using questionnaires, while learning outcome data were obtained from documented scores. The data were analyzed using multiple linear regression with SPSS. The results showed that learning motivation had no significant effect on mathematics learning outcomes (t = 0.276; Sig. = 0.785), whereas learning discipline had a significant effect (t = 2.954; Sig. = 0.006). Simultaneously, motivation and discipline significantly affected mathematics learning outcomes (F = 8.194; Sig. = 0.001), contributing 34.6% (R² = 0.346). These findings confirm that learning discipline has a more dominant influence than learning motivation at the junior high school level.]]>
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