Exploring key drivers of student satisfaction in mathematics education among elementary school students: evidence from pls-sem

Students who are happy with their learning environment typically exhibit higher levels of motivation, engagement, and academic success, according to research. However, there are very few studies that focus on the factors that influence elementary-level math students' pleasure, particularly in Indonesia. The purpose of this study is to examine how instructional methodologies, the quality of the teaching staff, the supportive environment, relatedness, competency, and math performance affect students' satisfaction in mathematics classes. To adopt a quantitative approach, a cross-sectional survey methodology was employed. 240 elementary school students from Cirebon Regency, West Java, Indonesia, received survey instruments in addition to classroom observation data. The dataset was subsequently analyzed using Partial Least Squares Structural Equation Modeling (PLSSEM). The findings demonstrated that each of the six suggested variables had a significant and statistically significant effect on students' happiness in math classes. Among these elements, facilitating conditions had the most influence. Teaching methods, teaching staff, competency, mathematical performance, and relatedness followed in relative order of size. These findings demonstrate that both pedagogical strategies and the actual learning environment have a substantial impact on how students see mathematical instruction. This study adds to and enhances the body of literature by providing empirical insights regarding elementary-level mathematics satisfaction in a developing-country setting. Additionally, the results offer practical advice for teachers and administrators who want to improve the caliber of math learning environments.