<![CDATA[Low mathematics achievement among junior high school students is often linked to two intertwined internal factors, namely learning motivation and learning discipline, yet these variables are rarely tested simultaneously within a single regression model in the same setting. This study examines how much learning motivation and learning discipline, both partially and simultaneously, contribute to the mathematics learning outcomes of eighth-grade students at SMPN 7 Bukittinggi. A quantitative ex-post facto correlational design was employed, involving 51 students selected through simple random sampling from a population of 205 eighth graders. Motivation and discipline data were gathered through Likert-scale questionnaires, while learning outcomes were measured using a validated achievement test, and the data were analyzed through parcial and multiple regression. The results show that motivation correlates moderately with learning outcomes (r = 0.403; t = 4.923 > t-table 1.677), accounting for 33.10% parcial, while discipline shows a similarly moderate correlation (r = 0.459; t = 4.824), contributing 32.20% parcial. Jointly, the two variables form a strong correlation (R = 0.687; F = 21.46 > F-table 4.043), explaining 47.21% of the variance. These findings suggest that strengthening motivation and discipline together is considerably more effective than addressing either factor alone, offering practical implications for mathematics teachers in designing instructional strategies that address both dimensions concurrently.]]>
Copyrights © 2026
