Kontribusi Keaktifan Siswa, Fasilitas Belajar, dan Pergaulan di Sekolah terhadap Motivasi Belajar dan Dampaknya pada Hasil Belajar Matematika Siswa Kelas VIII SMP Muhammadiyah 5 Surakarta Tahun 2017/2018

The purpose of the study there are three, (1) To test the contribution of the student activity, learning facilities, and assosiation in school on learning outcomes mathematics indirectly through learning motivation, (2) To test the contribution of the student activity, learning facilities, and assosiation in school of learning motivation, and (3) To test the contribution of learning motivation on learning outcomes in mathematics. Type of correlational quantitative research. The research population is 202 students of class VIII SMP Muhammadiyah 5 Surakarta. The sample of 134 students is determined by the Slovin formula. Sampling with proportional random sampling. Data collection techniques with closed questionnaires. Data analysis technique used path analysis with assumption test of F test, T test, and R2 test. Result of the research, (1) student activity, learning facilities, and assosiation in school contribute simultaneously to the results of Learning Mathematics through learning motivation with (α = 0,05). Partially, student activity is contribute directly to the learning outcomes of mathematics and indirectly contribute positively through independence. The learning facilities is contribute directly to the learning outcomes of mathematics and indirectly contribute positively throught learning motivation. Assosiation in school is contribute directly to the learning outcomes of mathematics and indirectly contribute positively throught learning motivation. Assosiation in school do not contribute either directly or indirectly through the learning motivation of the learning outcomes in mathematics, (2) Student Activity, Learning Facilities, and Schoolmaking contribute simultaneously to the Learning Motivation with (α = 0.05). Partially, the liveliness of students that directly influence the motivation of learning is 13.40%. Learning facilities that affect learning motivation by 10.56%. Intercourse in schools that directly affect the learning motivation of 3.20%. (3) Learning motivation contributed to mathematics learning achievement of 12.53%.