The Influence of School Well-Being and Learning Motivation on the Social Studies Learning Achievement of Eighth Grade Students at SMPN 2 Ponorogo

Abstract

Social studies (IPS) learning achievement is an important indicator of the success of the learning process; however, students’ performance has not yet reached an optimal level. This study aims to examine the influence of school well-being and learning motivation on the social studies achievement of eighth-grade students at SMPN 2 Ponorogo. This research employed a quantitative approach with an ex post facto design. The population consisted of 311 students, with a sample of 172 students selected using random sampling techniques. Data were collected through questionnaires and report card documentation, and then analyzed using simple regression and multiple linear regression. The results of the study indicate that: (1) school well-being has a positive effect on social studies achievement, contributing 5.1% (sig < 0.05); (2) learning motivation has a positive effect, contributing 4.6% (sig < 0.05); and (3) simultaneously, both variables contribute 8.7% (sig < 0.05). The level of school well-being tends to fall into the moderate category, with the dominant factor being “being” (self-actualization) at 52.3%, while the lowest factor is health, which is predominantly in the moderate category at 64.0%. Learning motivation also tends to be in the moderate category, with the dominant indicator being intrinsic motivation to accomplish things at 55.8%; however, a high level of amotivation was found at 54.7%. Thus, improving school well-being and learning motivation contributes to enhancing students’ social studies achievement.