HUBUNGAN MOTIVASI BELAJAR DAN PERHATIAN ORANG TUA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI 6 TARAKAN
Penelitian ini dilakukan dalam rangka menganalisis hubungan motivasi belajar serta perhatian orang tua terhadap hasil belajar matematika siswa kelas VIII di SMP Negeri 6 Tarakan. Metode yang diterapkan ialah pendekatan kuantitatif dengan rancangan penelitian ex post facto. Seluruh peserta didik kelas VIII dijadikan sebagai populasi penelitian, sedangkan penentuan sampel memakai teknik sampel jenuh sehingga semua anggota populasi digunakan sebagai sampel penelitian. Data dikumpulkan melalui penyebaran kuesioner guna mengetahui tingkat motivasi belajar dan perhatian orang tua, sementara data mengenai hasil belajar matematika diperoleh melalui dokumentasi nilai siswa. Sebelum dipakai dalam penelitian, instrumen diuji terlebih dahulu untuk mengetahui validitas dan reliabilitasnya. Pengolahan data dilakukan dengan uji korelasi Spearman Rank berbantuan aplikasi SPSS v.27. Berdasarkan hasil pengujian, motivasi belajar tidak memperlihatkan hubungan yang berarti terhadap pencapaian belajar matematika siswa karena nilai signifikansi berada di atas taraf kesalahan yang ditetapkan, yaitu 0,075 > 0,05. Hal serupa juga ditemukan pada variabel perhatian orang tua yang tidak menunjukkan hubungan bermakna dengan hasil belajar matematika siswa, ditunjukkan oleh nilai signifikansi 0,188 > 0,05. Hasil tersebut memberikan gambaran bahwa pada penelitian ini motivasi belajar maupun perhatian orang tua belum menjadi faktor yang berhubungan secara nyata dengan hasil belajar matematika siswa. Dengan demikian, perlu dilakukan penelitian lanjutan untuk menelaah faktor-faktor lain yang diduga lebih berpengaruh terhadap keberhasilan belajar siswa. This study was conducted to analyse the relationship between learning motivation and parental attention towards the mathematics learning outcomes of Year 8 students at State Junior High School 6 Tarakan. The method applied was a quantitative approach using an ex post facto research design. All Year 8 students were included as the study population, whilst the sample was determined using a saturated sampling technique, meaning that all members of the population were used as the research sample. Data were collected through the distribution of questionnaires to determine the level of learning motivation and parental attention, whilst data regarding mathematics learning outcomes were obtained through documentation of students' marks. Before being used in the study, the instruments were tested to determine their validity and reliability. Data analysis was performed using the Spearman Rank correlation test with the aid of SPSS v.27. Based on the test results, learning motivation did not show a significant relationship with students' mathematics learning achievement because the significance value was above the set error level, namely 0.075>0.05. A similar finding was observed for the parental attention variable, which did not show a significant relationship with students' mathematics learning outcomes, as indicated by a significance value of 0.188 > 0.05. These results showed that, in this study, neither learning motivation nor parental attention has emerged as a factor with a clear association with students' mathematics learning outcomes. Consequently, further research is required to examine other factors that are suspected to have a greater influence on students' learning success.