This casual corelational qualitative research aims to testify the contribution of environment, learning facilities, and parent’s economical status toward mathematics learning result by learning motivational mediation. Research population was 256 seventh grade students of State Junior High School 6 Salatiga Academic Year 2016/2017. 165 research sample students was determined by using Sloving formula (alpha 5%). Proportional random sampling technique was used by using lottery. Documentation and questionare were used to collect the data and analyzed by using stripe analysis. Research result shows that environment, learning facilities, and parent’s economical status contribute toward lesson study based mathematics learning result by learning motivational mediation (65,10%, sigificance 0,000). Learning environment (56,90%, significance 0,000), learning facilities (34,30%, significance 0,000), and parent’s economical status (15,30%, significance 0,000) indirectly contribute toward mathematics learning results in Junior High School are supported by environment, learning facilities, and parent’s economical status through learning motivational mediation.