Home Environment and Learning Interest as Predictors of Social Studies Achievement Among Sixth-Grade Elementary Students: A Correlational Study in the Digital Era
DOI:
https://doi.org/10.37985/jer.v7i2.3636Keywords:
family environment learning interest learning outcomes social studies elementary schoolAbstract
The quality of students' academic performance is shaped by a complex interplay of familial and motivational factors. This study aimed to analyze the effects of the family environment and learning interest on Social Studies learning outcomes among sixth-grade students at public elementary schools in Gunung Raya District. A quantitative ex post facto design was employed, with all 85 sixth-grade students from five schools serving as research subjects through a total sampling technique. Data were collected through a four-point Likert scale questionnaire and end-of-semester grade documentation, and analyzed using multiple linear regression. The findings revealed that both the family environment and learning interest had significant positive effects on students' Social Studies learning outcomes, either partially or simultaneously, with both variables jointly accounting for 50.0% of outcome variance (R² = .50; F = 62.34; p < .001). The family environment emerged as the stronger predictor (β = .48) compared to learning interest (β = .32). These results underscore the critical role of a supportive home environment and intrinsic motivation in enhancing elementary students' academic achievement in Social Studies.
Downloads
References
Awawda, J. S., & Bashir, Y. R. (2025). The impact of parental emotional availability on academic outcomes. International Journal of Educational Psychology, 14(2), 4342–4365. https://doi.org/10.17583/ijep.2025.14342
Blinkoff, E., Nesbitt, K. T., Michnick, R., & Hirsh-Pasek, K. (2023). Investigating the contributions of active, playful learning to student interest and educational outcomes. Acta Psychologica, 238, Article 103983. https://doi.org/10.1016/j.actpsy.2023.103983
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Darmawan, D., & Safiani, A. M. (2025). Pengaruh lingkungan keluarga terhadap hasil belajar tingkat sekolah dasar. Jurnal Pendidikan dan Konseling, 9(1), 33715–33725. https://doi.org/10.31004/jpdk.v9i1.34821
Devita, E. (2023). Pengaruh motivasi dan minat belajar terhadap hasil belajar siswa bahasa Indonesia. Jurnal Ilmiah Pendidikan Dasar, 2(3), 112–121. https://doi.org/10.31004/jupd.v2i3.11234
Ding, Z. (2025). Impact of family environment on academic performance, self-efficacy, and learning motivation. Journal of Educational and Social Research, 15(1), 70–78. https://doi.org/10.54254/2753-7048/2025.19180
Hanafi, H., & Madjid, S. (2025). Pengaruh lingkungan keluarga dan motivasi belajar terhadap hasil belajar IPAS peserta didik di UPT SPF SD Inpres Tangkala I Makassar. Barat Journal of Education, 6(1), 292–298. https://doi.org/10.35965/bje.v6i1.6197
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4
Kartika, W. I. (2021). Hubungan antara lingkungan keluarga dan hasil belajar IPS siswa di sekolah dasar. Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1318–1325. https://doi.org/10.31004/edukatif.v3i4.551
Larson, B. E., & Salinas, C. (2021). Teaching social studies for understanding and engagement. Theory and Research in Social Education, 49(2), 163–187. https://doi.org/10.1080/00933104.2021.1893632
Latue, P. C., Suwandi, M. A., Aulya, R., & Nasution, R. (2024). The effect of family environment on student learning achievement: A review of the literature in Indonesia. International Journal of Educational Research and Social Sciences, 5(2), 462–467. https://doi.org/10.51601/ijersc.v5i2.8812
Mas, B. (2025). The impact of family socioeconomic status on parental involvement in children's education: Differences between high- and low-SES families in Indonesia. Journal of Social Studies Education Research, 14(1), 336–356. https://doi.org/10.17583/jsser.2025.14336
Nasution, H. H., Dewi, S. F., & Ananda, A. (2023). Pengaruh lingkungan keluarga dan motivasi belajar terhadap hasil belajar IPS siswa sekolah dasar. Jurnal Basicedu, 7(1), 295–302. https://doi.org/10.31004/basicedu.v7i1.4213
Ningrum, I. S., Chamidah, F. N., & Islahuddin, M. N. (2025). Pengaruh lingkungan keluarga terhadap motivasi belajar siswa kelas 5 SD Negeri Tugu Lor. Jurnal Pendidikan dan Konseling, 9(2), 21520–21527. https://doi.org/10.31004/jpdk.v9i2.37412
Pewangi, M. (2025). Pengaruh minat dan lingkungan belajar terhadap prestasi belajar siswa mata pelajaran pendidikan agama Islam. Dimar: Jurnal Pendidikan Islam, 7(1), 1–14. https://doi.org/10.58577/dimar.v7i1.1823
Rizky, M., Desiana, K., Mahadewi, L. P. P., & Widiana, I. W. (2020). Korelasi antara lingkungan keluarga dan gaya belajar siswa terhadap hasil belajar IPS. Jurnal Penelitian dan Pengembangan Pendidikan, 25(3), 470–482. https://doi.org/10.23887/jppp.v4i3.28421
Schiefele, U. (2022). Interest and learning: An overview of recent theory and research. Educational Psychology Review, 34(4), 2035–2073. https://doi.org/10.1007/s10648-022-09698-1
Septianingrum, C. H., & Fitrayati, D. (2024). Motivasi belajar dan lingkungan keluarga terhadap hasil belajar siswa kelas XI mata pelajaran ekonomi. Jurnal Ekonomi Pendidikan dan Kewirausahaan, 12(1), 1–7. https://doi.org/10.26740/jepk.v12n1.p1-7
Susanti, E. W., Ayu, N., & Murniati, N. (2025). Pengaruh supervisi akademik dan iklim sekolah terhadap mutu PAUD: Studi ex post facto pada guru. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 9(6), 2367–2378. https://doi.org/10.31004/obsesi.v9i6.7448
Wahdah, A. Z., & Malasari, P. N. (2022). Studi ex post facto: Apakah kecerdasan emosional berkontribusi terhadap prestasi belajar matematika. Al-Jabar: Jurnal Pendidikan Matematika, 4(2), 123–138. https://doi.org/10.30762/factor.v4i2.1823
Xue, J. (2025). The effect of family emotional support on adolescents' learning motivation: The mediating role of basic psychological needs. Journal of Youth and Adolescence, 54(3), 612–628. https://doi.org/10.1007/s10964-025-01987-4
Yasinta, D. N., & Ratnaningrum, I. (2024). Harmony at home and school makes them superior in learning natural and social sciences. Jurnal Prima Edukasia, 8(3), 441–449. https://doi.org/10.21831/jpe.v8i3.61823
Downloads
Published
How to Cite
License
Copyright (c) 2026 Dina Angraini, Weni Yulastri, Alfroki Martha
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
