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Globalization and the dominance of national and foreign languages have contributed to the declining use of regional languages in literacy practices among younger generations, including children's literature learning in higher education. This study aims to reconstruct regional language children's story writing practices by strengthening the role of lecturers as cultural literacy role models. The research employed a quantitative descriptive approach supported by qualitative data through observations, interviews, document analysis, and questionnaires involving 33 students in children's literature courses at universities. Data were analyzed using descriptive statistics and thematic interpretation to identify lecturers' exemplary roles in the learning process. The results indicate that all indicators of lecturers' roles were categorized as very high, with average scores ranging from 4.39 to 4.64 on a five-point scale. Lecturers actively demonstrated creative writing processes, provided examples of regional language use in literary works, guided writing activities, gave feedback, encouraged publication, motivated students, developed collaborative learning environments, and integrated character values into literary creations. These findings demonstrate that lecturers’ roles as cultural literacy models significantly contribute to strengthening cultural identity, revitalizing regional languages, and developing writing cultures in higher education. The study proposes a learning model that positions lecturers and students as collaborative creative communities in preserving local cultural values through regional language children's stories.

Heart disease remains one of the leading causes of mortality worldwide, highlighting the importance of accurate and timely prediction models to support early clinical decision-making. Objective: This study aims to compare the predictive performance of Logistic Regression and K-Nearest Neighbor (KNN) algorithms for heart disease classification and to identify the most appropriate model for early screening. Methodology: A quantitative comparative research design was employed using the Cleveland Heart Disease dataset from the UCI Machine Learning Repository, consisting of 303 patient records. The data were divided into training and testing sets using an 80:20 split. Logistic Regression was developed using backward stepwise selection, while KNN used standardized numerical variables with K = 15. Model performance was evaluated using accuracy, sensitivity, specificity, and precision. Findings: Logistic Regression outperformed KNN by achieving an accuracy of 83.6%, sensitivity of 93.5%, specificity of 73.3%, and precision of 78.4%. In comparison, KNN achieved an accuracy of 80.3%, sensitivity of 89.5%, specificity of 65.2%, and precision of 81.0%. These results indicate that Logistic Regression provides more reliable overall performance, particularly in identifying patients with heart disease. Implications: The findings suggest that Logistic Regression is more suitable as a decision-support model for early heart disease screening due to its higher sensitivity, accuracy, and specificity. This model may support healthcare professionals in identifying at-risk patients and reducing the likelihood of missed heart disease cases. Originality: The originality of this study lies in its transparent comparison of Logistic Regression and KNN using a standardized benchmark dataset while emphasizing clinically relevant evaluation metrics, particularly sensitivity. This approach provides additional empirical evidence for selecting interpretable machine learning models in clinical prediction tasks.

Artificial Intelligence (AI) has become an important technological innovation that supports learning processes in higher education. This article aims to analyze the positive impact of AI on students' self-directed learning, its applications, and strategies for optimizing its use in academic activities. The study employed a library research method using a qualitative descriptive approach through the analysis of relevant scholarly literature. The findings indicate that AI improves access to learning resources, strengthens critical thinking skills, supports academic task completion, enhances digital literacy, and encourages students to become more independent learners. However, the effective use of AI requires academic integrity, information verification skills, and responsible implementation to maximize its contribution to improving the quality of learning in higher education.

Penelitian ini bertujuan untuk mendeskripsikan penerapan pendekatan Deep Learning dalam pembelajaran Tari Tradisional Rentak Bulian pada peserta didik kelas VIII.5 SMP Negeri 35 Pekanbaru Tahun Ajaran 2025/2026. Latar belakang penelitian ini didasarkan pada pentingnya inovasi pembelajaran seni budaya yang tidak hanya menekankan penguasaan gerak tari, tetapi juga membangun pemahaman yang mendalam terhadap nilai budaya, sejarah, dan filosofi yang terkandung dalam Tari Rentak Bulian. Penelitian menggunakan metode deskriptif kualitatif dengan subjek penelitian guru Seni Budaya dan peserta didik kelas VIII.5 SMP Negeri 35 Pekanbaru. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data menggunakan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan Deep Learning telah terlaksana dengan baik melalui penerapan prinsip mindful, meaningful, dan joyful dalam proses pembelajaran. Guru berhasil menciptakan pembelajaran yang mendorong peserta didik memahami sejarah, makna gerak, dan nilai budaya Tari Rentak Bulian, sekaligus memberikan kesempatan kepada peserta didik untuk mengaplikasikan serta merefleksikan pengalaman belajarnya. Pendekatan ini meningkatkan keterlibatan aktif peserta didik, kemampuan berpikir kritis, kerja sama, kreativitas, serta apresiasi terhadap budaya lokal. Dengan demikian, penerapan Deep Learning mampu menjadikan pembelajaran tari tradisional lebih bermakna, kontekstual, dan menyenangkan sehingga mendukung pelestarian budaya daerah melalui pendidikan. Kata kunci: Deep Learning, Pembelajaran Seni Tari, Tari Rentak Bulian, Pembelajaran Mendalam, Seni Budaya.

Character building of children is one of the main objectives of Sunday School ministry which is greatly influenced by teacher competence in implementing the learning process. Sunday School teachers are required to have pedagogical, personality, social, and professional competence in order to be able to instill Christian values ​​​​effectively to children. This study aims to analyze the influence of Sunday School teacher competence on the character building of children at the Elim Christian Church of Indonesia (GEKI) MRC Marelan. The study used a quantitative approach with a survey design and a positivistic paradigm. Data were collected by distributing questionnaires to respondents consisting of parents and children who actively attend Sunday School at GEKI MRC Marelan. Data were analyzed using descriptive and inferential statistics, including the Shapiro-Wilk normality test, correlation analysis, and coefficient of determination. The results showed that Sunday School teacher competence had a positive and significant effect on the formation of children's character with a correlation value (R) of 0.609 and a coefficient of determination (R²) of 0.370. These findings indicate that teacher competence contributes 37% to children's character formation, while the remaining 63% is influenced by factors outside the research model. This study concludes that improving Sunday School teacher competence through training, coaching, and professional development is a strategic step to increase the effectiveness of Christian education services and support the formation of children's character in accordance with biblical values.  

Teacher professionalism is a crucial factor in enhancing the quality of education amidst digital technological advancements and the changing characteristics of 21st-century learners. This study aims to examine the perspectives of students at Universitas Muhammadiyah Luwuk regarding the concept of modern teacher professionalism, including the essential competencies required for professional teachers and the various challenges faced in maintaining and sustaining high standards of professionalism.Using a descriptive quantitative approach, this research involved 50 students selected through a purposive sampling technique. Data were collected using Google Forms and analyzed descriptively through frequencies, percentages, and mean scores.The findings indicate that students hold a positive view of current teacher professionalism. The aspects achieving the highest mean scores were teacher creativity in the learning process ($M = 4.50$), discipline ($M = 4.48$), and continuous professional competency development ($M = 4.44$). Additionally, a majority of respondents identified creativity, tidiness/cleanliness, and the ability to master learning technologies as key indicators of teacher professionalism.The results show that teacher professionalism is understood as a integration of pedagogical, professional, social, and personal competencies, supported by the adaptability to technological developments. The main challenges identified include rapid technological advances, the rise of Artificial Intelligence (AI), and evolving student characteristics. Therefore, teachers must continuously enhance their professional and digital competencies to create innovative, high-quality learning experiences tailored to 21st-century educational demands..

Pendidikan masa kini menuntut siswa mampu berpikir kritis, berargumentasi berbasis bukti, dan melakukan refleksi terhadap permasalahan nyata.Tapi kenyataannya, kemampuan-kemampuan tersebut masih rendah pada banyak siswa akibat dominasi model pembelajaran konvensional yang berpusat pada guru dan kurang merangsang daya pikir kritis secara aktif. Penelitian ini bertujuan mengkaji bagaimana penggabungan model Problem-Based Learning (PBL) dan Analisis Kasus dapat meningkatkan kemampuan penyelidikan (inquiry cycle), argumentasi ilmiah, dan refleksi kritis siswa secara bersamaan. Metode yang digunakan adalah penelitian kepustakaan (library research) dengan menelaah buku pendidikan, jurnal nasional terakreditasi Sinta, dan jurnal internasional ,kemudian dianalisis secara komparatif dan disintesis secara konseptual.Hasil kajian menunjukkan bahwa integrasi PBL dan Analisis Kasus membentuk pola pembelajaran yang saling menguatkan: kasus nyata mendorong siswa aktif menyelidiki, proses penyelidikan menghasilkan bukti untuk membangun argumen yang kuat, dan diskusi kelompok mendorong siswa mengevaluasi cara berpikir mereka sendiri. Ketiga proses ini berjalan secara bersamaan sehingga kemampuan berpikir tingkat tinggi siswa berkembang secara menyeluruh. Temuan ini sejalan dengan teori konstruktivisme sosial Vygotsky, pedagogi kritis Freire, dan taksonomi kognitif Anderson-Krathwohl.

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar dan pemahaman konsep aljabar siswa kelas VII SMPI Raudhotul Ulum Brangkal Bandar Kedungmulyo yang disebabkan oleh pembelajaran yang masih berpusat pada guru, metode yang monoton, dan minimnya pemanfaatan media pembelajaran yang menarik. Penelitian ini bertujuan untuk (1) mendeskripsikan implementasi model pembelajaran Contextual Teaching and Learning (CTL) terintegrasi video pada pembelajaran matematika siswa kelas VII, dan (2) mengetahui hasil belajar matematika siswa kelas VII setelah diterapkan model tersebut pada materi aljabar. Penelitian menggunakan pendekatan kuantitatif dengan desain penelitian tindakan kelas mengacu pada model Kemmis dan Mc Taggart, melibatkan 21 siswa kelas VII sebagai subjek penelitian. Data dikumpulkan melalui tes hasil belajar (pretest dan posttest) berjumlah masing-masing 5 soal, kemudian dianalisis menggunakan statistik deskriptif, uji N-Gain ternormalisasi, dan uji-t sampel berpasangan (paired sample t-test) pada taraf signifikansi 5%. Hasil penelitian menunjukkan rata-rata nilai pretest sebesar 37,14 meningkat menjadi 82,38 pada posttest, dengan ketuntasan belajar klasikal sebesar 85,71% (18 dari 21 siswa) dan nilai N-Gain rata-rata sebesar 0,72 yang tergolong kategori tinggi. Hasil uji-t menunjukkan nilai t hitung sebesar 25,48 lebih besar dari t tabel 2,086, sehingga H0 ditolak dan Ha diterima. Dengan demikian, disimpulkan bahwa penerapan model pembelajaran Contextual Teaching and Learning terintegrasi video efektif dan berpengaruh signifikan dalam meningkatkan hasil belajar matematika siswa kelas VII pada materi aljabar.

The rapid development of digital technology has transformed students’ communication, access to information, and social interactions. However, the growing use of digital media has also created ethical challenges, including the spread of misinformation, irresponsible social media use, and declining politeness in online communication. In response to these issues, Islamic Religious Education (IRE) teachers play a vital role in fostering students’ digital ethics by integrating Islamic values into the learning process. This study aims to examine the role of IRE teachers in developing students’ digital ethical awareness at MTs Muhammadiyah Bandung Tulungagung. A qualitative case study approach was employed, with data collected through observations, interviews, and documentation involving the principal, IRE teachers, and students. Data were analyzed using an interactive model, while credibility was ensured through source and technique triangulation. The findings show that IRE teachers effectively promote digital ethics through exemplary behavior, moral guidance, classroom instruction, supervision of students’ digital activities, and encouragement of respectful online communication. These efforts enhance students’ awareness of responsible technology use, ethical communication, critical evaluation of digital information, and the application of Islamic values in digital interactions. The study concludes that strengthening the pedagogical competence and exemplary role of IRE teachers is essential for fostering an ethical digital culture and reinforcing students’ character education in the digital era.

Implementasi Kurikulum Merdeka merupakan kebijakan strategis untuk memulihkan pembelajaran pasca pandemi dengan menawarkan fleksibilitas dan otonomi bagi guru. Namun, penelitian mengindikasikan adanya kesenjangan signifikan antara idealitas kebijakan dan realitas di lapangan. Penelitian ini bertujuan menganalisis dinamika implementasi Kurikulum Merdeka di sekolah dasar, dengan fokus pada strategi dan tantangan yang dihadapi. Menggunakan pendekatan kualitatif dengan desain studi kasus, data dikumpulkan melalui wawancara semi-terstruktur, observasi partisipatif, dan analisis dokumen. Temuan mengungkap tiga tema utama: (1) pembentukan karakter sebagai tujuan utama untuk merespons dampak teknologi digital terhadap kesehatan mental dan kepercayaan diri siswa; (2) strategi penerapan meliputi program "Selasa Kreasi", pendekatan emosional, dan metode deep learning; serta (3) tantangan meliputi peran orang tua, keragaman gaya belajar siswa, kesiapan guru, fase transisi siswa kelas 1, dan dampak gawai terhadap perilaku siswa. Penelitian menegaskan bahwa keberhasilan implementasi Kurikulum Merdeka tidak hanya bergantung pada perangkat ajar, tetapi juga pada kompetensi reflektif dan adaptif guru dalam menerjemahkan nilai-nilai kurikulum ke praktik kelas. Temuan ini berimplikasi pada penguatan pelatihan guru berbasis kontekstual dan perancangan media pembelajaran yang mengakomodasi keberagaman karakteristik siswa. Kata Kunci: Kurikulum Merdeka, Tantangan Guru, Deep Learning

This study examines the efforts of Christian Religious Education teachers to enhance students' learning activities and motivation in Christian Religious Education classes at SMP Negeri 8 Palangka Raya. The research was motivated by the presence of students who demonstrated low participation and limited learning motivation, creating challenges for teachers in developing effective instructional strategies. A qualitative descriptive approach was employed using purposive sampling. The primary informant was the Christian Religious Education teacher, while the school principal and several students served as supporting informants. Data were collected through observation, interviews, and documentation and analyzed using the interactive model of Miles and Huberman, including data condensation, data display, and conclusion drawing. The findings indicate that students' learning activities and motivation were generally satisfactory, although several students remained less active and less motivated. Teachers addressed these issues by applying varied teaching methods, creating a conducive learning environment, providing motivation and reinforcement, utilizing engaging learning media, and implementing contextual learning. The success of these efforts was supported by adequate educational facilities, strong school support, positive teacher–student relationships, and family involvement. However, several obstacles persisted, including low student interest and self-confidence, differences in learning abilities, excessive social media use, limited instructional time, and insufficient family support. The study concludes that varied, student-centered instructional strategies play an important role in increasing learning activities and motivation while supporting more meaningful Christian Religious Education learning.

This research is motivated by the importance of the role of learning motivation as the main determinant of students' academic success, which is not only influenced by the school environment but also significantly determined by parental upbringing at home. At SMA Negeri 1 Kasongan, a phenomenon of diverse levels of learning motivation among tenth-grade students was found, where some students are active and diligent, while others are less disciplined, rarely attend, and even prefer to work. The main objective of this research is to conduct an in-depth analysis of the application of parenting styles and their contribution to shaping the learning motivation of tenth-grade students in the subject of Christian Religious Education. The research approach used is descriptive qualitative with purposive sampling technique. “Primary data were collected thru non-participant observation and semi-structured interviews with students and teachers, which were then analyzed using the Miles and Huberman interactive model”. The research results show that parents apply three types of parenting styles, namely “democratic, authoritarian, and permissive”, with the democratic parenting style being the most dominantly applied model. In general, students' learning motivation is at a fairly good level. Democratic parenting has proven to be the most effective in fostering high learning motivation because it successfully creates a balance between aspects of freedom, attention, open communication, and supervision. In contrast, authoritarian parenting tends to trigger extrinsic motivation to avoid punishment, while permissive parenting leads to low responsibility and discipline in students' learning due to minimal control.  

This study aims to examine the strategies employed by Christian Religious Education teachers to instill the values of love and forgiveness through the inquiry method among ninth-grade students at Rehobot Boarding School Palangka Raya. The research also analyzes the supporting factors and challenges encountered during its implementation. The study was motivated by the persistence of peer conflicts, difficulties in practicing forgiveness, limited student engagement, and low participation in Christian Religious Education classes. A qualitative descriptive approach was employed using purposive sampling. The primary informant was the Christian Religious Education teacher, while additional informants included ninth-grade students, the school principal, and dormitory supervisors. Data were collected through observation, interviews, and document analysis and were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings reveal that the inquiry method, implemented through observing, questioning, discussing, problem analysis, and reflection on biblical teachings, encourages active student participation and strengthens the internalization of love and forgiveness in daily life. The effectiveness of this strategy is supported by teacher competence, a conducive learning environment, adequate educational facilities, and collaboration between the school and parents. However, its implementation is constrained by differences in students’ abilities, limited instructional time, low learning motivation among some students, and the influence of technology and social media. The study concludes that the inquiry method is an effective strategy for fostering Christian character by cultivating the values of love and forgiveness.

The Timely student graduation is one of the key indicators used to evaluate higher education performance. Early identification of students at risk of delayed graduation enables universities to implement appropriate academic interventions and improve student success rates. This study aims to develop a student graduation prediction model using the Random Forest algorithm and to optimize its hyperparameters through Bayesian Optimization. A synthetic dataset consisting of 750 student records was employed, incorporating demographic, socioeconomic, and academic variables. The research methodology included data preprocessing, one-hot encoding, stratified data splitting with an 80:20 ratio for training and testing sets, baseline Random Forest model development, Bayesian hyperparameter optimization using the Tree-structured Parzen Estimator (TPE) with 20 optimization trials, and model evaluation using accuracy, precision, recall, F1-score, receiver operating characteristic area under the curve (ROC-AUC), and average precision. Experimental results showed that the baseline Random Forest achieved an accuracy of 70.67%, precision of 75.00%, recall of 71.43%, F1-score of 73.17%, and ROC-AUC of 82.74%. Bayesian Optimization identified the optimal hyperparameter configuration consisting of 350 trees, a maximum tree depth of six, a minimum split size of seven samples, and a minimum leaf size of four samples. Although the optimized model produced identical accuracy and F1-score values, it improved the ROC-AUC to 83.66% and the average precision to 87.68%, indicating better probability discrimination between the two classes. Feature importance analysis revealed that the number of failed courses, first-semester GPA, cumulative GPA after two semesters, attendance rate, and repeated courses were the most influential predictors. These findings demonstrate that Bayesian Optimization enhances the probabilistic ranking capability of Random Forest and can support the development of an early warning system for identifying students at risk of delayed graduation. However, further validation using real-world academic data is required before practical implementation.

Digital prize scams are increasingly distributed through text messages, social media, and instant messaging platforms using persuasive expressions, suspicious links, and urgent instructions. This study aims to develop a machine learning-based approach for identifying Indonesian-language scam messages disguised as digital prize notifications. The dataset consisted of 6,000 text messages, comprising 3,000 scam messages and 3,000 non-scam messages. The data were manually labeled by two independent annotators and processed through case folding, text cleaning, tokenization, stopword removal, and stemming. Text features were transformed into numerical representations using Term Frequency–Inverse Document Frequency (TF-IDF). Five classification algorithms were evaluated, including Multinomial Naive Bayes, Support Vector Machine, Logistic Regression, Random Forest, and XGBoost. Model performance was assessed using stratified five-fold cross-validation based on accuracy, precision, recall, F1-score, and ROC-AUC. The results showed that XGBoost achieved the best performance, with an accuracy of 97.0%, precision of 97.2%, recall of 96.8%, F1-score of 97.0%, and ROC-AUC of 99.3%. Scam messages were commonly characterized by words related to prizes, winning notifications, free offers, claims, and urgency. These findings indicate that TF-IDF combined with XGBoost can effectively support the automatic detection of digital prize scam messages. Future studies should incorporate URL characteristics, sender metadata, and contextual language models to improve detection performance.

Financial literacy should be introduced from elementary school age to develop economical, honest, disciplined, well-planned, and responsible financial behavior. This community service program aimed to improve students’ financial literacy while developing financially intelligent character through interactive learning and a Mini-Market Simulation. The program was conducted at SDN Margahayu XIII, Bekasi City, on June 15, 2026, involving 30 fifth-grade students, accompanying teachers, and an implementation team from Universitas Gunadarma. The program applied educational, participatory, contextual, and simulation-based approaches. The activities included a pre-test, interactive instruction on the value and functions of money, a needs-and-wants game, pocket-money allocation exercises, saving-goal preparation, price-setting practices, buying and selling transactions, change calculation, simple financial recording, a post-test, and program evaluation. The results showed that the students’ average financial literacy score increased from 53.0 in the pre-test to 86.4 in the post-test. This represented an improvement of 33.4 points or 63.0%. The percentage of students achieving the minimum score increased from 20.0% to 93.3%, while 96.7% of participants demonstrated improved scores. The greatest improvement was found in transaction skills and wise purchasing decisions.

The development of digital payment systems has increasingly exposed elementary school students to electronic money cards, digital wallets, and QR-code payments through their families and everyday experiences. However, familiarity with payment technology is not always accompanied by an adequate understanding of digital balances, personal-data protection, and transaction security. This community service program aimed to improve elementary school students’ digital financial literacy through the introduction of electronic money and safe transaction practices. The program was conducted at SDN Margahayu XIII, Bekasi City, on June 15, 2026, involving 30 fifth-grade students. The program applied a Digital Financial Safety Lab model consisting of a diagnostic test, learning-station rotations, case-based games, balance-management exercises, confidential-information identification, and safe digital-transaction simulations. Evaluation was conducted using pre-tests and post-tests, student worksheets, performance assessments, and behavioral observations. The results showed that the students’ average digital financial literacy score increased from 48.2 in the pre-test to 88.3 in the post-test, representing an improvement of 40.1 points. The percentage of students achieving the minimum competency score increased from 13.3% to 93.3%, while 96.7% of participants demonstrated improved scores.

Financial literacy is a fundamental skill that should be introduced to children from elementary school age. An understanding of the value of money, pocket-money management, saving habits, and the ability to distinguish needs from wants can help students make more responsible financial decisions. This community service program aimed to improve the financial literacy of fifth-grade elementary school students through education on pocket-money management, saving, and wise spending. The program was conducted at SDN Margahayu XIII, Bekasi City, on June 15, 2026, involving 30 fifth-grade students. An educational and participatory approach was applied through interactive presentations, needs-and-wants games, pocket-money allocation simulations, saving-goal preparation, simple financial-recording exercises, and wise-shopping simulations. The program was evaluated using pre-tests, post-tests, student worksheets, and participant-observation sheets. The results showed that the students’ average financial literacy score increased from 53.8 in the pre-test to 85.0 in the post-test. The score increased by 31.2 points or 58.0%. A total of 27 students, or 90.0%, achieved a minimum post-test score of 75, while 29 students, or 96.7%, demonstrated improved scores. The highest improvement was found in the students’ ability to distinguish needs from wants, which increased by 33 points. These results demonstrate that contextual learning through games and simulations can improve students’ understanding of pocket-money management, saving, and responsible shopping decisions. This program is expected to become an initial step in developing economical, planned, disciplined, and responsible financial behavior among elementary school students.

Penelitian tindakan kelas ini bertujuan untuk mendeskripsikan penerapan model Problem Based Learning (PBL) dan mengetahui peningkatan kemampuan pemecahan masalah siswa pada mata pelajaran IPAS di kelas IV SD Negeri 2 Banjaran. Penelitian dilaksanakan dalam dua siklus yang meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian berjumlah 18 siswa. Teknik pengumpulan data dilakukan melalui observasi, tes kemampuan pemecahan masalah, dan dokumentasi, sedangkan analisis data menggunakan deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan model PBL dapat meningkatkan kemampuan pemecahan masalah siswa. Nilai rata-rata siswa meningkat dari 68,33 pada pra siklus menjadi 88,50 pada Siklus I dan 93,39 pada Siklus II. Persentase ketuntasan belajar juga meningkat dari 66,67% menjadi 94,44%, kemudian mencapai 100% pada Siklus II. Selain itu, siswa menjadi lebih aktif dalam berdiskusi, mengemukakan pendapat, dan menganalisis permasalahan yang berkaitan dengan kehidupan sehari-hari. Dengan demikian, model Problem Based Learning (PBL) efektif digunakan untuk meningkatkan kemampuan pemecahan masalah siswa pada pembelajaran IPAS.

Learning motivation is a crucial determinant influencing student engagement in the overall learning process. This study aimed to investigate the influence of the home learning environment on students' learning motivation at MTs Nasruddin Dampit. A quantitative approach with a correlational design was employed. Data were collected using a questionnaire developed based on the indicators of each variable, and subsequently analyzed using simple linear regression with IBM SPSS Statistics version 29.0. The results of the analysis revealed a significance value of 0.001 (α < 0.05), indicating that the home learning environment has a significant influence on students' learning motivation. The resulting regression equation, Y = 39.27 + 0.43X, indicates that an increase in the quality of the home learning environment is followed by an increase in students' learning motivation. These findings affirm that the availability of learning facilities, a supportive family relationship, and continuous emotional support are fundamental elements in building learning motivation and supporting students' academic success.