The Influence of Peer Social Relations on Student Learning Outcomes in Collaborative Learning in Elementary School

This study aims to empirically examine the influence of peer social relations on student learning outcomes in the context of collaborative learning at the elementary school level. This study uses a quantitative approach with a simple linear regression design. The research activity was carried out in April 2025 at one of the State Elementary Schools in the Cirebon Regency area, involving grade V students as respondents. The data collection technique was carried out through the distribution of a closed questionnaire consisting of four answer choices, designed to evaluate students' perceptions of social interaction with peers as well as the learning outcomes obtained. Based on the results of the classical assumption test, including the normality, linearity, and heteroscedasticity tests of the regression model that was constructed, it was eligible for further analysis. The results of data processing showed a positive correlation between the variables of peer social relations and learning outcomes, although the level of significance was slightly above the conventional limit. This indicates that support from the peer environment still contributes functionally to students' academic achievements. These findings reinforce the importance of integrating social aspects into learning strategies to create a collaborative learning climate and support the holistic development of learners in the primary school environment.