This study investigates the influence of learning motivation, student discipline, and ethics on sixth-grade students’ learning attitudes in IPAS at UPT SPF SD Negeri Ujung Tanah 1 Makassar. Employing a quantitative approach with a saturated sample of 65 students, data were collected using questionnaires and analyzed through multiple linear regression with SPSS 26. The results demonstrate that motivation, discipline, and ethics each positively and significantly affect students’ learning attitudes. Simultaneously, these variables jointly influence learning attitudes significantly. Among them, student ethics was identified as the most dominant predictor. These findings suggest that fostering ethical behavior and enhancing motivation and discipline is critical in shaping positive learning attitudes among elementary students in the context of IPAS.

This study aims to examine the influence of learning attitudes, student ethics, and peer interaction on entrepreneurial attitudes among Grade VII students at SMP Negeri 6 Bulukumba. A quantitative research method was applied with a saturated sampling technique involving 49 students. Data were collected through questionnaires and analyzed using multiple regression, t-test, and F-test in SPSS 26. The results show that each independent variable—learning attitude, ethics, and peer interaction—has a significant positive impact on students’ entrepreneurial attitudes. Collectively, these variables also significantly influence entrepreneurial behavior. The study emphasizes the importance of academic, ethical, and social factors in promoting entrepreneurial mindset in secondary education settings.

This quantitative research investigates the influence of Family Economics, Learning Facilities, and Student Guardians on the Science Learning Attitudes of fourth-grade students at SDN Barombong. Using a saturated sampling method, the study involved 85 students from three classes. Data were collected through questionnaires and analyzed using multiple regression, t-tests, and F-tests via SPSS 26. The results show that Family Economics, Learning Facilities, and Student Guardians each have a positive and significant effect on students’ science learning attitudes. Collectively, these variables significantly influence learning attitudes, with Family Economics emerging as the most dominant factor. The findings highlight the critical role of socio-economic and educational support factors in shaping student attitudes toward science learning in primary education.