Motivasi dan perilaku belajar merupakan dua faktor yang sering dianggap memengaruhi hasil belajar mahasiswa. Namun pada kenyataannya menunjukkan masih banyak mahasiswa yang belum mencapai hasil akademik yang memuaskan. Penelitian ini bertujuan untuk mengetahui hubungan antara motivasi belajar dan perilaku belajar dengan hasil belajar pada mata kuliah Keperawatan Medikal Bedah Satu. Berdasarkan survei awal, ditemukan bahwa sejumlah mahasiswa belum menjalankan perannya secara optimal, baik dalam hal motivasi maupun perilaku belajar. Data menunjukkan sebanyak 163 (45,65%) mahasiswa program reguler dan 15 (29,41%) mahasiswa program internasional tidak lulus, dengan nilai terendah masing-masing 32,65 dan 55,1. Penelitian ini menggunakan pendekatan kuantitatif dengan teknik purposive sampling, melibatkan 205 mahasiswa Fakultas Keperawatan Universitas Tangerang angkatan 2023, dan dilaksanakan pada Februari hingga Mei 2025. Hasil analisis menunjukkan tidak terdapat hubungan signifikan antara motivasi belajar dengan hasil belajar (p = 0,547) maupun perilaku belajar dengan hasil belajar (p = 0,343). Temuan ini menunjukkan bahwa motivasi dan perilaku belajar tidak secara langsung memengaruhi hasil akademik. Penelitian selanjutnya disarankan menggunakan instrumen pengukuran motivasi dan perilaku belajar yang disesuaikan dengan konteks pendidikan keperawatan, seperti alat ukur yang menilai motivasi dalam menjalani praktik klinik, kesiapan menghadapi kondisi pasien nyata, serta kedisiplinan dalam mengikuti jadwal praktik dan teori. Selain itu, variabel lain yang relevan seperti tingkat stres akademik, dukungan sosial, gaya belajar yang mempengaruhi hasil belajar./Motivation and learning behavior are two factors that are often considered to influence student learning outcomes. However, the reality shows that there are still many students who have not achieved satisfactory academic results. This study aims to determine the relationship between learning motivation and learning behavior with learning outcomes in the Medical-Surgical Nursing One course. Based on an initial survey, it was found that a number of students had not carried out their roles optimally, both in terms of motivation and learning behavior. The data showed that 163 (45.65%) regular program students and 15 (29.41%) international program students did not pass, with the lowest scores of 32.65 and 55.1 respectively. This study used a quantitative approach with purposive sampling technique, involving 205 students of the Faculty of Nursing, University of Tangerang class of 2023, and was conducted from February to May 2025. The results of the analysis showed that there was no significant relationship between learning motivation with learning outcomes (p = 0.547) or learning behavior with learning outcomes (p = 0.343). This finding suggests that motivation and learning behavior do not directly affect academic outcomes. Future research is recommended to use motivation and learning behavior measurement instruments tailored to the context of nursing education, such as measuring instruments that assess motivation in undergoing clinical practice, readiness to face real patient conditions, and discipline in following practical and theory schedules. In addition, other relevant variables such as academic stress levels, social support, learning styles that affect learning outcomes.