Measuring Various Factors That Affect Students’ Learning Process From Aspects of Family and School Personality With a Learning Focus

This study aims to measure the influence of personality, family environment, and school conditions on the learning process of fourth, fifth, and sixth grade students at SDN Kanggraksan, SDN Silih Asah 1, and SDN Silih Asah 2 in Cirebon, Indonesia. This study used a quantitative approach with a descriptive correlational survey design, and data were collected through a four-point Likert scale questionnaire. The results show that personality aspects including responsibility, independence, and motivation to learn have a significant influence on learning outcomes. In contrast, the family and school aspects did not show a statistically significant influence, although a weak to moderate correlation was found between the three variables, with the strongest between personality and family. Female students tend to score higher in the perception of personality and school environment compared to male students. Additional analysis using Wilks' DISRIMINAT and Lambda tests confirmed that only personality variables had a statistically significant influence (F = 5.158, p = 0.024). These findings highlight the importance of a holistic approach in understanding the effectiveness of learning by integrating students' internal and external factors. This research shows that fostering students' personalities supported by family and school structures can improve the overall learning experience and outcomes.