STUDYING HOW THE SCHOOL ENVIRONMENT AND TEACHER

COMPETENCIES INFLUENCE STUDENTS' LEARNING MOTIVATION AT

MA AL FATICH TAMBAK OSOWILANGUN SURABAYA
THE INFLUENCE OF SCHOOL ENVIRONMENT, TEACHER COMPETENCY
AND PARENTING PATTERNS ON STUDENTS' LEARNING MOTIVATION
AT MA AL FATICH TAMBAK OSOWILANGUN SURABAYA

Abdul Latif 1 , Didit Darmawan 2

Sunan Giri University Surabaya
Email: [email protected] 1 , [email protected] 2

Abstract - Learning activities and educational quality are at the center of educational stages.
The quality of education can be assessed based on the discipline of students in the school or
community environment and the competence of teachers and parenting patterns . This research
aims to reveal the influence of the school environment , teacher competence and parenting
patterns on student learning motivation. Quantitative research methods collect data through
surveys with questionnaires and direct observation of students. The research results show that
a conducive school environment , high teacher competence and parental parenting make a
positive contribution to student learning motivation. Factors such as positive relationships
between teachers and students, a supportive classroom atmosphere, adequate learning facilities,
and the use of innovative teaching methods form a motivating environment for students.
Teacher competence in understanding student needs, providing appropriate challenges, and
creating positive relationships also plays an important role in increasing student learning
motivation. It is hoped that these results can guide educational policies and teacher professional
development to increase student learning motivation in the school environment. Parental
parenting styles in guiding students also influence the motivation of each student, such as
parents who really pay attention to each student's learning needs, communication style and
emotional support as well as parental attention to student morals, all of which have an impact
on student learning motivation.
Keywords: School Environment; Teacher Competency; Parenting Patterns; Student's motivation
to study;

INTRODUCTION
Life at school is the foundation for students' educational development. This will be the main
foundation for quality human development (Sauri, 2010). One of the central elements in
building quality humans in the educational context is student learning motivation. Learning
motivation plays an important role in determining the extent to which students can explore
their potential, achieve high academic achievements, and develop into competitive individuals in
society (Sucia, 2017).
Students are individuals who try to increase their potential by being involved in the
learning process provided through various pathways, levels and types of education. They play an
active role in the world of education, gaining knowledge through teaching and learning activities
at school. The learning process can take place inside or outside the classroom according to the
teacher's instructions. Through this education, students have the opportunity to understand the
surrounding environment. Developing self-control is important, especially for students. Self-
control reflects a person's ability to control themselves, so that they are able to control
themselves from excessive lust. This self-control includes obedience and regularity to various
rules, creating discipline and order in students' actions. Therefore, student discipline can grow
through obedience to school regulations.
 The role of teaching staff is the main determinant of the success of the education system.
Naidoo and Jamieson (2005), explained that all elements in the learning process, including
media, materials and infrastructure, require optimal support from teaching staff so that they can
be utilized optimally in improving the quality of the teaching and learning process and
outcomes. Education is not just providing support without optimization, but requires the
consistent presence of teaching staff to actualize ideas into behavior and attitudes in every task
as a teacher. Learning stages are a series of actions between educators and students in
educational conditions to achieve certain goals. Maehr and Midgley (1991), explained that in the
learning process, educators have the task of directing, motivating and providing facilities so that
students can achieve learning goals. The learning process is not only determined by external
factors such as structure and curriculum, but also depends heavily on the teacher's competence
in providing guidance and teaching. De Jong and Harper. (2005), adding that competent
educators are able to create an effective, enjoyable learning environment, and are able to
manage the class so that learning activities can run optimally.
Students' learning motivation itself reflects their internal desires and drives to achieve
academic goals (Yuliawan, 2016). Motivation to learn becomes the driving force that directs
students to actively participate in the learning process. According to Marbun et al., (2018),
student learning motivation includes a number of personal psychological and emotional
dimensions. It is an internal drive that drives students to achieve their academic goals. This
encouragement can come from various sources, including the desire to achieve high levels of
achievement, deep interest in the learning material, and positive perceptions of the learning
experience (Putra et al., 2016). The desire to achieve high academic achievement is often the
main driver of student learning motivation. When students have clear achievement targets, such
as getting high grades or achieving certain academic achievements, then this encouragement
can become a force that encourages them to study diligently (Mardikaningsih, 2014). Awareness
of the long-term benefits of good academic achievement can create enthusiasm to continue
developing oneself through learning (Madjid, 2016).
As a dynamic phenomenon, student learning motivation needs to be managed and
maintained on an ongoing basis (Baedowi, 2015). Teachers, parents and the entire educational
community have a responsibility to create an environment that triggers student motivation to
learn. By understanding the various factors that influence learning motivation, we can design
more effective and sustainable educational strategies to support students' development not only
in an academic context but also as enthusiastic and competitive individuals. Each of these
elements cannot be separated from one another, because they interact with each other and have
a significant influence on the learning process (Pramujion et al., 2020).
The school environment as a place where students spend most of their time has a very
important role in determining the quality of education (Akbar & Permana, 2019). The school
environment is a factor that influences educational practices, as well as a place where the
educational process takes place. The school environment is an official educational institution
that is structured to create various learning contexts. This environment provides students with
the opportunity to gain knowledge through various learning activities. Its main function is to
help children develop understanding and skills in various fields, making it easier to face
educational tasks. In accordance with Norton's (2009) opinion, schools are formal educational
institutions that are planned in detail to provide education, guidance, training and teaching
programs. The aim is to help develop children's potential, including intellectual, moral,
emotional, social and spiritual aspects. A conducive and supportive environment can have a
positive influence on students' enthusiasm for learning. School physical facilities play an
important role in creating an environment that motivates students (Winei et al., 2023).
Comfortable classrooms, adequate libraries and other learning support facilities create
conditions that support learning activities. These factors influence students' perceptions of the
importance of education and instill a sense of comfort that supports their motivation (Nugraha,
2018). A positive classroom atmosphere creates space for personal growth and development of
social skills, which ultimately supports student learning motivation (Harjali, 2017). Social
interaction in the school environment has a significant influence on student learning motivation
(Afifah, 2019). Positive relationships between students, teachers and school staff create an
environment that builds confidence and a sense of security. Students who feel accepted and
supported by their classmates and the school environment tend to have higher motivation to
learn. Strategies to improve physical facilities, strengthen a positive classroom atmosphere, and
encourage healthy social interactions can be long-term investments to increase student learning
motivation (Majid, 2013). For this reason, it can be explained that the school environment has
an influence on student learning motivation (Arif, 2018). By understanding that the influence of
the school environment includes physical, psychological, and social aspects, we can design
policies and programs that provide a solid foundation for students' academic and personal
development.
According to Sari (2021), there is an important role of teacher competence in student
learning motivation. The teacher's role in stimulating student learning motivation is the key to
the success of the educational process. Teacher competency as the main element in teaching and
learning dynamics is the basis for creating motivating and memorable learning experiences
(Darmawan, 2014). More than just understanding academic concepts, teacher competency
includes interpersonal skills that play an important role in building positive relationships with
students. Competent teachers are not only able to convey material clearly and interestingly, but
also have the ability to recognize students' interests and respond to them well (Andayani &
Darmawan, 2004). Through creativity in delivering material, teachers can create a sense of
enthusiasm and interest in learning among students. The use of teaching methods that are
innovative and relevant to students' daily lives is a form of teacher competence that generates
learning motivation (Dewi et al., 2020). Teacher interpersonal skills, such as the ability to listen,
provide constructive feedback, and create an inclusive classroom environment, play an
important role in shaping students' attitudes towards the learning process (Maulia, 2023).
Teachers who can establish good relationships with students tend to be able to understand
students' needs and expectations, which in turn can increase students' learning motivation.
Teacher competence is also reflected in their ability to connect learning material with students'
daily lives. Therefore, developing teacher competency is not just about improving the quality of
teaching, but also creating learning experiences that inspire and excite students to reach their
maximum potential. Every teacher must have the awareness to develop their own competence
to face the changing demands of the dynamics of the education industry. This is necessary in all
forms of organization (Darmawan et al., 2020).
Education is an important aspect in shaping individual character and potential. One factor
that has a big role in educational success is the school environment and teacher competence.
This research aims to answer key questions related to the influence of the school environment
and teacher competence on student learning motivation. It is hoped that the findings of this
research can provide valuable input for policy makers, school principals and teachers to
improve the effectiveness of learning in schools.

RESEARCH METHODS
This research uses quantitative research methods to numerically measure the influence of
the school environment and teacher competence on student learning motivation. The
population of this research was all MA Al Fatih Surabaya students, totaling 196 students. The
sample taken was 120 students taken randomly to ensure the research results could be applied
more generally.
The independent variables in this research are the school environment, teacher
competence, while the dependent variable is student learning motivation.
1. The school environment (X1) is the situation and conditions around the school which have a
certain meaning and influence on students in the learning process. The indicators consist of
teacher and student relationships, relationships between students, learning tools,
curriculum, school discipline and school building conditions (Darmanto et al., 2014).
2. Teacher competency (X2) includes interpersonal skills, creativity in delivering material, and
the ability to make connections that are relevant to students' lives. According to Hutomo et
 al. (2012), teacher competency consists of mastery of material, teaching skills, classroom
management, and student-teacher interaction.
3. Student learning motivation (Y) is an internal drive that encourages someone to learn and
achieve academic goals. According to Akmal et al. (2015), indicators of this variable are
interest in the subject matter, self-confidence, active participation, appreciation for learning
outcomes, and a sense of responsibility for the learning process.
Data analysis will use statistical methods such as regression analysis to assess the extent
of the influence of the school environment and teacher competence on student learning
motivation. Validity and reliability tests are also involved in testing. Likewise the t test and F
test. The results of this analysis provide an understanding of the relationship between variables
and their impact.

RESULTS AND DISCUSSION

The number of respondents who answered correctly was 118 out of 120 students. They
responded to all responses from variable indicators in the form of statement items on the
questionnaire. Data was obtained from data collection at MA Al Fatich Tambak Osowilangun
Surabaya.
The independent variables in this research are the school environment and teacher
competency which were tested for validity, as well as the dependent variable (student learning
motivation). This test provides a corrected total item correlation of more than 0.3 so that there
are no invalid statement items. Apart from that, all variables show that Cronbach's Alpha has a
value of more than 0.6. The mention of a Cronbach's Alpha value above 0.6 indicates that all
variables in the research, namely school environment, teacher competence and learning
motivation, have a good level of reliability. Cronbach's alpha is a measure of reliability that
shows how consistent and reliable a measurement instrument or test tool is. In this context, the
Cronbach's Alpha values are respectively 0.693 for the school environment, 0.705 for teacher
competence, and 0.728 for learning motivation, which illustrates that all variables are
considered consistent and reliable as measuring tools. In other words, this measuring tool can
provide consistent results if used again on the same or similar samples, which shows that the
questions or items in that category well measure the construct being measured.

Table 1
Model Summary b
Model R R square Adjusted R Square Std. Estimation Error
1 0.792 a ,627 ,621 4.82982

This analysis of the coefficient of determination shows the extent to which variations in
the dependent variable (student learning motivation) can be explained by the independent
variables (school environment and teacher competency). From the R Square value of 0.627, it
can be interpreted that around 62.7% of the variation in student learning motivation at MA Al
Fatich Tambak Osowilangun Surabaya can be caused or explained by the school environment
variables and teacher competence studied in this research. The remaining 37.3% of the
variation in learning motivation is influenced by other factors not included in the scope of this
research. This means that although the school environment and teacher competence make a
significant contribution to student learning motivation, there are still other factors that also
influence this learning motivation.

Table 2
t test
Standardized
Unstandardized Coefficients Coefficient
Model B Std. Error Beta Q signature.
1 (Constant) 11,104 2,589 4,289 ,000
 X1 2,630 ,436 ,371 6,035 ,000
X2 3,685 0.400 ,567 9,210 ,000

The results of this research can be shown with the following regression model: Y = 11.104
+ 2.630X1 + 3.685X2. The aim of this model is that if all variables, namely the school
environment and teacher competence, have a value of zero, then the estimated value of learning
motivation is around 11.104. As in Table 2, it is known that the significance value for the school
environment is 0.000 and the teacher competency variable at MA Al Fatich Tambak
Osowilangun Surabaya has a significance value of 0.000. This means that students' learning
motivation at MA Al Fatich Tambak Osowilangun Surabaya is realized from the role of the school
environment and teacher competence. Apart from that, the coefficient value of each variable
shows that teacher competence has a higher value, namely 3.685 compared to the school
environment value of 2.630. This shows that teacher competence dominates their role in
realizing learning motivation compared to the school environment.
Table 3
ANOVA a
signatu
Model Sum of Squares df Means Square F re.
1 Regression 4586.515 2 2293.257 98,308 ,000b
Remainder 2729.277 117 23,327
Total 7315.792 119

Table 3 shows the results of the F test with Fcount reaching a value of 98.308 and a
significance level of 0.000. This analysis concludes that this regression equation has a strong
level of significance because the probability value shows a number less than 0.05. In more detail,
the learning motivation of MA Al Fatich Tambak Osowilangun Surabaya students is proven to be
jointly and significantly influenced by school environmental variables and teacher competency.
The school environment has a very important role in shaping the learning motivation of
MA Al Fatich Tambak Osowilangun Surabaya students. The results of this study validate research
conducted by Hanrahan (1998); Asiyai (2014); Arif (2018) stated that the school environment
influences students' learning motivation. A conducive and supportive school environment can
encourage students' enthusiasm for learning (Mes et al., 2022). This is in line with research
conducted by Jumrawarsi and Suhaili (2020) which states that a positive atmosphere also
creates a more effective learning environment. Students tend to be more open to taking
intellectual risks, participating in class discussions, and trying new things when they feel
comfortable and supported. The school environment is an environment where students spend
more time studying, so the influence of the school environment can increase students' learning
motivation. As a place where social interaction, formal learning and extracurricular activities
occur, the school environment can have a significant impact on students' perceptions of learning.
Learning achievement must also be supported by an effective and adequate school environment,
such as the availability of school facilities and infrastructure as well as other equipment that can
help support the implementation of the student learning process. Understanding the role of the
school environment on learning motivation can provide a basis for improving and developing
more effective educational strategies, with a focus on creating an environment that encourages
students' motivation and interest in learning.
Other findings state that teacher competence has a positive impact on increasing learning
motivation of MA Al Fatich Tambak Osowilangun Surabaya students and provides a significant
contribution in understanding the dynamics of learning in the school environment. This finding
has the same indication as research conducted by Marina et al (2019); Alif et al. (2020); Sari
(2021) states that increasing teacher competence is very necessary because teacher competence
is one of the factors that can influence increasing student learning motivation by managing
learning well and using various methods, models and learning media which will encourage the
creation of student learning motivation. So the role of teacher competence plays a role in
improving the quality of student learning motivation. In this effort, a teacher cannot be
separated from the competencies that the teacher provides in carrying out learning to students.
In order for the educational process to run effectively and efficiently, teachers are required to
have adequate competence, both in terms of type and content. Because teachers as educators
who have the most contact with students are required to have good competence in carrying out
learning activities. A teacher needs to have personality, master learning materials and master
teaching methods as part of his competence. Without this, teachers will fail in carrying out their
duties. Teaching competencies that a teacher must have, namely the ability or skills in managing
educational activities. Mastery of innovative teaching techniques that suit students' needs can
also trigger students' interest in learning (Sinambela et al., 2014). Teachers who can adapt
learning methods to students' learning styles, provide challenges according to their level of
ability, and create an inclusive classroom environment will be more successful in increasing
learning motivation. A teacher's good communication skills also have a big role in building
positive relationships with students (Akmal et al., 2015). Teachers who are able to convey
material clearly, respond to students' questions, and provide constructive feedback will create a
classroom atmosphere that supports and inspires enthusiasm for learning (Sutarjo et al., 2007).
Teachers who are able to identify individual student interests and needs, provide appropriate
challenges, and appreciate student efforts can increase student motivation.

CONCLUSION
The results of the research show that there is a significant influence of school
environmental variables and teacher competence on the learning motivation of MA Al Fatich
Tambak Osowilangun Surabaya students. By further exploring the impact of these variables, this
research underscores the important role of the integral role of the school environment and
teacher competence in shaping students' learning motivation. These results can serve as a guide
for educational policy and teacher professional development to strengthen key elements that
contribute to student learning motivation in the school environment.
There are several suggestions that can be given, such as improving the school
environment by identifying aspects of the school environment that can influence student
learning motivation, such as physical facilities, classroom atmosphere, and availability of
resources. Prioritize improvements to physical facilities that impact student comfort and safety.
Create a classroom atmosphere that is conducive to learning by paying attention to spatial
planning, lighting and ventilation. Develop teacher competency by providing ongoing training
and development to increase teacher competency in designing and providing interesting
learning. Then carry out a comprehensive evaluation of the condition of the school environment
by involving students, teachers and school staff. By implementing these suggestions, it is hoped
that schools can create an environment that supports and motivates students in learning, as well
as increasing the positive role of teachers to achieve these goals.

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