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Tujuan dari penelitian ini adalah untuk mengetahui pengaruh perhatian orang tua, komunikasi guru, pemberian reward dan fasilitas belajar terhadap motivasi belajar siswa pada Program Keahlian Administrasi Perkantoran di SMK Teuku Umar Semarang Tahun Ajaran 2017/2018 secara simultan dan parsial. Populasi dalam penelitian ini sebanyak 163 siswa Pogram Keahlian Administrasi Perkantoran di SMK Teuku Umar Semarang dengan jumlah sampel sebanyak 116 siswa yang dihitung dengan rumus slovin. Metode analisis data penelitian ini menggunakan analisis statistik deskriptif dan analisis regresi berganda. Hasil penelitian menunjukkan bahwa perhatian orang tua, komunikasi guru, pemberian reward dan fasilitas belajar berpengaruh secara simultan terhadap motivasi belajar sebesar 66,5%. Perhatian orang tua berpengaruh secara parsial terhadap motivasi belajar sebesar 14,21%. Komunikasi guru berpengaruh secara parsial terhadap motivasi belajar sebesar 4,16%. Pemberian reward berpengaruh secara parsial terhadap motivasi belajar sebesar 4,97%. Fasilitas belajar berpengaruh secara parsial terhadap motivasi belajar sebesar 10,89%. Simpulan penelitian ini adalah perhatian orang tua, komunikasi guru, pemberian reward dan fasilitas belajar berpengaruh terhadap motivasi belajar secara simultan dan secara parsial. The purpose of this research was to recognize the influence of parental attention, teacher communication, reward giving, and learning facility on students learning motivation of the Office Administration Skills Program in School Vocational High Teuku Umar Semarang in the Academic year of 2017/2018 simultaneously and partially. The population of this research was students of the Office Administration Skills Program in School Vocational High Teuku Umar Semarang in the academic year of 2017/2018 consisted of 163 students with the total sample consisted of 116 students it used slovin formula. The data analysis method used descriptive statistic analysis and multiple regression analysis. The result of the research showed that parental attention, teacher communication, reward giving, and learning facility simultaneously influence learning motivation of 66,5%. Parental attention partially influences to learning motivation of 14.21%. Teacher communication partially influences to learning motivation of 4,16%. Reward giving partially influences to learning motivation of 4,97%. Learning facility partially influences to learning motivation of 10,89%. It could be conclude that parental attention, teacher communication, reward giving and learning facility influenced to learning motivation simultaneously and partially.
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