<![CDATA[General Background: Learning achievement is an important indicator of students’ academic development and can be associated with internal and external factors within the educational environment. Specific Background: Learning motivation and learning facilities are two factors considered relevant to students’ achievement, particularly in Arabic language learning at the elementary school level. Knowledge Gap: Previous studies have reported different findings regarding the relationships of learning motivation and learning facilities with learning achievement, indicating the need for further investigation in specific educational contexts. Aims: This study aimed to analyze the partial and simultaneous relationships of learning motivation and learning facilities with Arabic language achievement among students at SD Alam Ar-Rohmah Malang. Results: A quantitative associative approach was applied to 32 students of class VB using total sampling. Data were collected through questionnaires with a Likert scale and analyzed using multiple linear regression, t-test, F-test, and the coefficient of determination. The results showed significant positive relationships between learning motivation and Arabic language achievement, as indicated by t = 5.227 and Sig. = 0.000, and between learning facilities and achievement, with t = 2.962 and Sig. = 0.006. Simultaneously, both variables were significant, with F = 34.735 and Sig. = 0.000. The adjusted R² was 0.685, while learning motivation had the larger standardized coefficient. Novelty: This study examines these variables within the specific context of Arabic language learning at an Islamic elementary school. Implications: The findings indicate that attention to students’ motivation and the provision of adequate learning facilities are relevant considerations in supporting Arabic language achievement. Key Findings Highlights Higher learner motivation corresponded with stronger Arabic subject achievement. Adequate classroom facilities showed a significant statistical relationship with academic attainment. Motivation had the larger standardized coefficient, while both predictors jointly explained 68.5% of model variation. Keywords : Learning Motivation, Learning Facilities, Arabic Language, Learning Achievement, Elementary Education]]>
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