Abstract

Motivation plays a key role in the learning process, as it serves as a driving force or positive influence for students. This study aims to explore factors affecting students’ learning motivation by examining teacher professionalism, family environment, school environment, and academic stress using the Structural Equation Modeling (SEM) method. Data was collected through questionnaires distributed to students at Baitur Rohmah Muhammadiyah Islamic Boarding School, with responses from 201 students. The findings show that teacher professionalism (β: 0.345, P-value: 0.044), family environment (β: 0.088, P-value: 0.010), and academic stress (β: 0.415, P-value: 0.042) positively influence learning motivation. However, the school environment does not significantly affect learning motivation (β: 0.156, Pvalue: 0.224). Additionally, teacher professionalism does not have a significant impact on students’ academic stress levels (β: 0.156, P-value: 0.224).