The Relationship Between Learning Motivation and Mathematics Achievement Among Eighth-Grade Students at MTs Misbahul Jadid

Abstract

This study aimed to determine the relationship between learning motivation and mathematics achievement among eighth-grade students at MTs Misbahul Jadid Bondowoso during the 2025/2026 academic year. The research employed a quantitative correlational design to examine the relationship between students’ learning motivation and their mathematics learning outcomes. The population of the study consisted of eighth-grade students, while the sample involved 20 students selected through purposive sampling techniques. Data on learning motivation were collected using questionnaires, whereas mathematics achievement data were obtained from students’ mathematics scores documentation. The collected data were analyzed using descriptive statistics and Pearson Product Moment correlation analysis. The findings revealed that the average score of students’ learning motivation was 82.15, categorized as high, while the average mathematics achievement score was 83.15, categorized as good. The correlation analysis showed a correlation coefficient of 0.91 with a significance value of 0.000, indicating a very strong and significant positive relationship between learning motivation and mathematics achievement. The results demonstrated that students with higher learning motivation tended to achieve better mathematics learning outcomes. In addition, motivated students showed greater enthusiasm, discipline, confidence, and active participation during mathematics learning activities. The study concludes that learning motivation plays an important role in improving students’ mathematics achievement. Therefore, teachers, parents, and schools should collaboratively support students’ motivation through interactive learning activities and positive educational environments.