The aim of this study was to investigate the improvement of the students’ attentionafter using there different methods of HICAI-SOI, HICAI-Media, and with out CAIthree exell-1, exell-2 and regularly class.The research method was Quasi-experiment.The sample of the research were 90 persons from class VIII Junior High SchoolStudents 7 Padang, that was selected randomly. Prior knowledge of student as bilinearcovariant is obtained through cognitive domain test and attention score of learning iscollected through questionnaire. The validity and reability of both instrument weretested, and the coefficient 0,83 and 0,92. Result of examination applies bilinearcovariant analyst technique (ANACOVA) factorial 3x3x1, successfully controls initialability equal to 67%. Attention of student learning increases in signifikan from studytrivariable, to three treatment classes [F(2, 253)=183,92, p<0,05] with effect size equalto 59%, difference of class to attention also highly significant [ F(2,253)=8,39, p<0,05]with effect size equal to 6%, medium of interaction influence between various studieswith class also highly signifikan [F(2,253)=8,39, p<0,05] with effect size equal to7%.Result of analysis shows the contribution of various study to increase attention offar bigger than difference of class and interaction. Therefore, the conjecture of thewriter that the attention influences learning process in provable emperical. Thisresearch showed that the student Junior High School Students is more interested tostudy physics with HICAI-SOI. Its gives more impact on the students’ attention atregular class, It is concluded that the use of HICAI can improve the attention of JuniorHigh School Students.