The Influence of Campus Physical Facilities and Academic Community Interaction on Learning Motivation and Student Learning Outcomes at the Faculty of Economics and Business, State University of Jakarta

Abstract

Abstract. This study examines the influence of campus physical facilities and academic community interaction on student learning outcomes with learning motivation as a mediating variable among 110 students at the Faculty of Economics and Business, State University of Jakarta. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0, data were collected through online questionnaires using convenience sampling. Results reveal that campus physical facilities significantly influence both learning motivation (β = 0.382, p = 0.001) and learning outcomes (β = 0.652, p < 0.001). Academic community interaction significantly affects learning motivation (β = 0.318, p = 0.001) but not learning outcomes directly (β = 0.086, p = 0.544). Notably, learning motivation does not mediate the relationship between environmental factors and learning outcomes, challenging conventional motivational theories. The model explains 70.8% of learning motivation variance and 62.4% of learning outcomes variance. These findings suggest that physical infrastructure serves as a foundational prerequisite for academic achievement through direct mechanisms rather than motivational pathways, while social interactions enhance motivation but require additional mechanisms to translate into concrete outcomes. The study provides empirical evidence for prioritizing infrastructure development alongside structured academic community programs in higher education.

Keywords, campus physical facilities, academic community interaction, learning motivation, learning outcomes, higher education