Hubungan Motivasi Belajar Dengan Hasil Belajar Matematika Materi Bilangan Cacah Siswa Kelas v SDN Transbangdep

Mathematics learning outcomes among elementary school students may vary, making it necessary to empirically examine their relationship with learning motivation, particularly in the context of whole-number content. This study aimed to analyze the relationship between learning motivation and mathematics learning outcomes in whole-number content among fifth-grade students in Class V-B at SDN Transbangdep and to identify achievement levels for each learning motivation indicator. A quantitative approach with a correlational design was employed, involving 28 students selected through total sampling. Learning motivation data were collected using a 25-item questionnaire with a four-point Likert scale, while learning outcomes were obtained from the first-semester midterm summative assessment, with a Learning Objective Achievement Criterion (KKTP) of 70. The data were analyzed using descriptive statistics, Pearson correlation, the coefficient of determination, and simple linear regression. The results showed that the mean mathematics score was 62.68, with 50% of students meeting the achievement criterion. The mean learning motivation score was 71.61%, while 53.6% of students were classified as having low or very low motivation. The correlation analysis revealed a positive and statistically significant relationship between learning motivation and mathematics learning outcomes (r = 0.407; p = 0.032), with a coefficient of determination of 16.6%. Persistence in following lessons had the highest indicator score (77.9%), whereas the ability to defend one's opinions had the lowest (66.5%). These findings indicate that learning motivation is associated with mathematics learning outcomes, although student achievement should also be understood by considering other factors. ABSTRAK Hasil belajar matematika siswa sekolah dasar dapat berbeda-beda, sehingga keterkaitannya dengan motivasi belajar perlu ditelaah secara empiris, khususnya pada materi bilangan cacah. Penelitian ini bertujuan menganalisis hubungan motivasi belajar dengan hasil belajar matematika siswa kelas V-B SDN Transbangdep serta mengidentifikasi capaian setiap indikator motivasi belajar. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional yang melibatkan 28 siswa melalui teknik sampel jenuh. Data motivasi dikumpulkan menggunakan angket 25 butir berskala Likert empat tingkat, sedangkan hasil belajar diperoleh dari nilai sumatif tengah semester 1 dengan Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) sebesar 70. Analisis dilakukan melalui statistik deskriptif, korelasi Pearson, koefisien determinasi, dan regresi linear sederhana. Hasil penelitian menunjukkan rata-rata nilai matematika sebesar 62,68, dengan 50% siswa mencapai ketuntasan. Rata-rata motivasi belajar tercatat sebesar 71,61%, sementara 53,6% siswa termasuk kategori motivasi rendah atau sangat rendah. Analisis korelasi menunjukkan hubungan positif dan signifikan antara motivasi belajar dan hasil belajar matematika (r = 0,407; p = 0,032), dengan koefisien determinasi sebesar 16,6%. Ketekunan mengikuti pembelajaran memperoleh capaian indikator tertinggi (77,9%), sedangkan kemampuan mempertahankan pendapat terendah (66,5%). Temuan ini menegaskan adanya keterkaitan antara motivasi dan hasil belajar, tetapi capaian matematika juga perlu dipahami dengan mempertimbangkan faktor-faktor lain.