<![CDATA[Islamic Religious Education (PAI) learning outcomes at the elementary school level often show variations in achievement influenced by students' cognitive readiness and motivation. This study aims to analyze the influence of initial learning abilities and learning interests, both partially and simultaneously, on students' PAI learning outcomes at SDN Cempaka Baru 03 Pagi, Central Jakarta. A quantitative approach with a correlational survey method was used to test the correlation between variables in a sample of 60 students from a total population of 178 students, determined using the Slovin formula and proportional random sampling technique. Data were collected through calibrated questionnaires for initial abilities and learning interests, as well as multiple-choice tests and official grade documentation for PAI learning outcomes. The results showed that the average scores for initial abilities (97.85), learning interests (89.32), and PAI learning outcomes (82.37) were in the high category. Partial hypothesis testing showed that the variables of initial abilities (t = -0.466; p = 0.643) and learning interests (t = 1.359; p = 0.179) did not significantly influence PAI learning outcomes. Simultaneous testing yielded an F value of 1.148 (p = 0.325) with a coefficient of determination (R2) of 0.039, meaning the two variables only contributed 3.9% to the variation in PAI learning outcomes. The study's conclusion confirms that students' initial learning abilities and learning interests do not have a significant direct influence on PAI test scores at the elementary school level. ]]>
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