HUBUNGAN ANTARA MOTIVASI BERPRESTASI DAN KEBIASAAN BELAJAR MATEMATIKA SISWA DENGAN PRESTASI BELAJAR SISWA

This study aims to determine whether there is a relationship between achievement motivation and students' mathematics learning habits with student achievement. This research is a correlation study consisting of two independent variables, namely achievement motivation and students' mathematics learning habits, and one dependent variable, student learning achievement. The research was conducted in Bima City 5 Middle School Class VIII-B in 2017 with a sample of 23 people taken by proportional random sampling. The results of this study produce three conclusions, namely: There is a positive and significant relationship between achievement motivation and student achievement with a correlation coefficient (ry1) of 0.90 and a coefficient of determination (r1y1) of 90% with a regression equation Ŷ1 = 53.832 + 2.579X1. A positive and significant relationship between students' mathematical learning habits and student achievement, with a correlation coefficient (ry2) of 0.74 and a coefficient of determination (r²y2) of) 74% with a regression equation Ŷ1 = 7.102 + 0.742X2. Positive and significant relationship between achievement motivation and mathematics learning habits of students with student learning achievement with a correlation coefficient (ry12) of 0.830 and a coefficient of determination (r²y12) of 83% with a regression equation Ŷ12 = 3.177 +0.062 X1 + 0.753X2. The conclusion of this study is that student learning achievement can be improved through increasing achievement motivation and students 'mathematics learning habits as indicated by the determination coefficient of 0.830 which means the contribution of achievement motivation and students' mathematics learning habits with student learning achievement is 83%.

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Pengaruh Manajemen Pembelajaran Guru dan Gaya Belajar Terhadap Kreativitas Belajar Siswa SMP Yapensori Jakarta Utara

Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah ◽

10.36835/bidayatuna.v3i01.519 ◽

2020 ◽

Vol 3 (1) ◽

pp. 83

Author(s):

Eva Nurhayatih

Keyword(s):

Middle School ◽

Learning Styles ◽

Student Learning ◽

Teacher Learning ◽

Correlation Coefficient ◽

Learning Style ◽

Significant Relationship ◽

Regression Equation ◽

Coefficient Of Determination ◽

Learning Management

This study aims to determine and test empirical data related to the influence of teacher learning management and learning styles on student learning creativity in Yapensori Middle School, North Jakarta. In this study, the authors used a survey method with a correlational and regressional approach to quantitative data obtained from the research object, namely students of North Jakarta Yapensori Middle School. The sample of this research was 78 respondents from the 208 students of Yapensori North Jakarta Middle School. Data collection was carried out using a observation questionnaire, observation and regression technique which was described descriptively. The results of this study are: First, there is a positive, strong and significant relationship between teacher learning management and student learning creativity, which is shown by the simple correlation coefficient (ry.1) is 0.292 (strong correlation) and the coefficient of determination (R2) = 0.085, which means that learning management The teacher gives an influence on student creativity by 8.5% and the remaining 91.5% is determined by other factors. While the simple regression equation Ŷ = 67.752 + 0.380X1, which means that each increase in one unit of the teacher learning management score will provide a tendency towards increasing student learning creativity by 0.380. Secondly, there is a positive, quite strong and significant relationship between learning styles and student creativity, which is shown by the simple correlation coefficient (ry.2) is 0.301 (the correlation is strong enough) and the coefficient of determination (R2) = 0.090, which means that the learning style contributed to the creativity of student learning by 9.00% and the remaining 81.00% was determined by other factors. While the simple regression equation Ŷ = 70.004 + 0.344X2, which means that each increase of one unit of learning style score will provide a tendency to increase the score of student learning creativity 0.344. Third, there is a positive, strong and significant relationship between teacher learning management and learning styles together with student learning creativity, which is shown by the multiple correlation coefficient (Ry.1.2) is 0.330 (strong correlation) and the coefficient of determination (R2) = 0.109 , which means that the management of teacher learning and learning styles together provide an influence on student creativity in learning 10.9% and the remaining 89.1% is determined by other factors. Whereas the multiple regression equation Ŷ = 58,752 + 0,224X1 + 0,223X2, which means that every improvement in teacher learning management and learning styles together will provide a tendency towards increasing student creativity by 0.447.

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Hubungan Motivasi Berprestasi dan Minat Berorganisasi Terhadap Indeks Prestasi Belajar Mahasiswa Pada Jurusan Pendidikan Teknik Informatika

Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika (KARMAPATI) ◽

10.23887/karmapati.v6i2.10112 ◽

2017 ◽

Vol 6 (2) ◽

pp. 267

Author(s):

Ni Made Krisnamurti Udayani . ◽

Dr. Ketut Agustini, S.Si, M.Si. . ◽

Dr. Dewa Gede Hendra Divayana, S.Kom., M .

Keyword(s):

Student Achievement ◽

Correlation Coefficient ◽

Achievement Motivation ◽

Positive Relationship ◽

Learning Achievement ◽

Ex Post ◽

Engineering Department ◽

Ex Post Facto ◽

Linearity Test ◽

Academic Year

Penelitian ini bertujuan untuk mengetahui hubungan motivasi berprestasi dan minat berorganisasi terhadap indeks prestasi belajar mahasiswa pada Jurusan Pendidikan Teknik Informatika tahun ajaran 2016/2017. Penelitian ini adalah penelitian Ex Post Facto dengan teknik korelasional. Penelitian ini dilakukan di Jurusan Pendidikan Teknik Informatika, subyek yang diteliti adalah mahasiswa angkatan 2014 dan 2015 semester ganjil tahun ajaran 2016/2017 dengan jumlah sampel sebanyak 125 mahasiswa. Variabel yang diteliti adalah dua variabel bebas yaitu motivasi berprestasi dan minat berorganisasi, serta satu variabel terikat yaitu indeks prestasi belajar. Data motivasi berprestasi dan minat berorganisasi diperoleh melalui penyebaran angket, sedangkan untuk variabel indeks prestasi belajar diperoleh dari kartu hasil studi (KHS) dari masing-masing mahasiswa serta untuk mendapatkan penjelasan mengenai hubungan yang diberikan antar variabel penelitian dilakukan analisa dengan teknik korelasi dan regresi dengan terlebih dahulu melakukan uji prasyarat analisis yaitu uji normalitas, uji linieritas, uji multikolinieritas, dan uji heteroskedastisitas. Hasil penelitian menunjukkan Terdapat hubungan yang positif antara Motivasi Berprestasi terhadap Indeks Prestasi Belajar mahasiswa Jurusan Pendidikan Teknik Informatika Undiksha, dengan koefisien korelasi R sebesar 0,463 dan nilai probabilitas 0.000 dengan kata lain bahwa semakin tinggi skor motivasi berprestasi maka semakin tinggi pula hubungan terhadap indeks prestasi belajar. Terdapat hubungan yang positif antara Minat Berorganisasi terhadap Indeks Prestasi Belajar mahasiswa Jurusan Pendidikan Teknik Informatika Undiksha, dengan koefisien korelasi R sebesar 0,180 dan nilai probabilitas 0.000 dengan kata lain semakin tinggi skor minat berorganisasi maka semakin tinggi pula hubungan terhadap indeks prestasi belajar, dan terdapat hubungan yang positif antara Motivasi Berprestasi dan Minat Berorganisasi secara bersama-sama terhadap Indeks Prestasi Belajar mahasiswa Jurusan Pendidikan Teknik Informatika Undiksha, dengan koefisien korelasi R sebesar 0,540 dan nilai probabilitas 0.000 dengan kata lain bahwa jika variabel motivasi berprestasi (X1) dan minat berorganisasi (X2) meningkat secara bersama-sama maka akan diikuti dengan meningkatnya variabel indeks prestasi belajar (Y) mahasiswa pada Jurusan Pendidikan Teknik Informatika .Kata Kunci : Motivasi Berprestasi, Minat Berorganisasi, Indeks Prestasi Belajar This study aims to determine the correlation between achievement motivation and organizational interest trough grade point average of students in pendidikan teknik informatika academic year 2016/2017. This research is Ex Post Facto research with correlation technique. This research was conducted in the Department of Informatics Engineering, the subjects studied were the students of class of 2014 and 2015 odd semester of the academic year 2016/2017 with the number of samples of 125 students. The variables studied are two independent variables, namely achievement motivation and organizational interest, and one dependent variable is the learning achievement index. The data of achievement motivation and organizational interest were obtained through questionnaire, while for the variable of learning achievement index was obtained from the study result card (KHS) from each student and to get explanation about the relationship given between the variables of the study was done by correlation and regression analysis Used to perform prerequisite analysis test ie normality test, linearity test, multicollinearity test, and heteroscedasticity test. The results showed that there was a positive relationship between Achievement Motivation on Student Achievement Index of Education Department of Informatics Engineering Undiksha, with R correlation coefficient of 0,463 and probability value 0.000 in other words that the higher score achievement motivation hence the higher also relation to index of learning achievement. There is a positive relationship between the Interest of Organizing to the Student Achievement Index of Undiksha Informatics Engineering Department, with R correlation coefficient of 0,180 and the probability value 0.000. In other words, the higher the score of organizational interest, the higher the relation to the index of learning achievement, Positive relationship between Achievement Motivation and Interests Organize together to the Student Achievement Index of Undiksha Informatics Engineering Department, with R correlation coefficient of 0,540 and probability value 0.000 in other words that if the achievement motivation variable (X1) and organizational interest (X2) increases Together it will be followed by the increase of student achievement index variable (Y) students in the Department of Informatics Engineering Education.keyword : Achievement Motivation, interest Organize, Learning Achievement Index

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Pengaruh Kualitas Pembelajaran, Kualitas Tutor dan Motivasi Terhadap Prestasi Belajar Mahasiswa Universitas Terbuka Palembang

Jurnal Ilmu Sosial, Manajemen, Akuntansi dan Bisnis ◽

10.47747/jismab.v1i2.82 ◽

2020 ◽

Vol 1 (2) ◽

pp. 16-29

Author(s):

Heldiono Heldiono ◽

Indawan Indawan ◽

Sakdiah Wati

Keyword(s):

Student Achievement ◽

Student Learning ◽

Sampling Method ◽

Linear Regression Analysis ◽

Learning Motivation ◽

Coefficient Of Determination ◽

Multiple Regression Equation ◽

Research Approach ◽

Learning Achievement

This study aims to determine the effect of learning quality, tutor quality and motivation both jointly and partially on student achievement at the Palembang Open University (Pokjar Pangkalan Lampam - Tulung Selapan. The research approach is quantitative research with associative research type. The population of this study is 186. students. The sampling method for probability with the Stratified Random Sampling method. The sample of this study was calculated using the Slovin formula with an error rate of 10%, the number of samples was 65 students as respondents. The first sample was tested using the Instrument Validity Test and the Instrument Reliability Test. The analysis model used in this study is multiple linear regression analysis. The regression calculation can be Y = -1.649 + 0.567X1 + 0.351X2 + 0.457X3. Interpretation of the multiple regression equation regarding the influence of the Learning Quality Variables (X1), Tutor Quality (X2) and Learning Motivation (X3), on Student Learning Achievement (Y). The results of the calculation of the three coefficients of the independent variable are positive, this indicates a positive linear relationship (unidirectional), meaning that the quality of learning, quality of tutors and learning motivation, the better, the better the student achievement. Obtained a correlation coefficient (R) of 0.712, with a level of closeness between variables of 0.712 which is in the interpretation of the correlation value (0.60-0.799) means that the relationship between the two variables is significant and the level of closeness is strong. The coefficient of determination value R2 = 0.507, which means that the variables of Learning Quality, Tutor Quality, and Learning Motivation are able to explain the Student Learning Achievement Variables of 0.507 or 50.7%, while the remaining 49.3% is explained by other factors not examined.

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أثر استيعاب القواعد النحوية والمفردات على قدرة الترجمة لدى طلبة الجامعة الإسلامية الحكومية قدس

Imtiyaz : Jurnal Pendidikan dan Bahasa Arab ◽

10.29300/im.v3i2.2593 ◽

2019 ◽

Vol 3 (2) ◽

pp. 56

Author(s):

Azwar Annas

Keyword(s):

Correlation Coefficient ◽

Significant Relationship ◽

Correlation Study ◽

Quantitative Approach ◽

Coefficient Of Determination ◽

Is Research ◽

Relationship Coefficient ◽

Relationship Of ◽

The Relationship ◽

Existing Data

This study sought to determine the influence of grammar and vocabularies mastery on the students ability of translate in the Kudus Islamic University. The approach articles used in this study is a quantitative approach because researchers wanted to test the hypothesis that shaped assosiative hypothesis (is the hypothesis that asks a relationship between two or more variables). This approach is said to be a quantitative approach because the existing data in the form of numbers and statistics used in analyzing it. Meanwhile, the method used is research Correlation, because the correlation study researchers wanted to uncover the relationship of variations in the correlation coefficient. The results of this research are: 1) the effect of gramatikan mastery to capability students of translate in the Kudus Islamic University as 0.4925 rhitung score greater than 0.317 rtabel. This shows a significant correlation while the coefficient of determination between X1 and Y of 24.25303%. 2) the effect of vocabulary mastery to capability students of translate in the Kudus Islamic University as a score of 0.605 rhitung greater than 0.317 rtabel. This shows a significant relationship coefficient of determination between X2 and Y amounted to 36.62499%, 3) The calculation Ry.X1X2 0.589, ryx1 0.492 and 0.605 ryx2 greater than 0.317 rtabel. This shows that there is a relationship multi positive correlation between mastery of vocabulary and grammatical to capability students of translate in the Kudus Islamic University and acceptance of the hypothesis.

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PENGARUH KOMPETENSI DOSEN, KURIKULUM DAN MOTIVASI TERHADAP PRESTASI BELAJAR MAHASISWA FAKULTAS AGAMA ISLAM STAI LAA ROIBA BOGOR

As-Syar'i : Jurnal Bimbingan & Konseling Keluarga ◽

10.47467/as.v1i1.47 ◽

2019 ◽

Vol 1 (1) ◽

pp. 48-57

Author(s):

Ismail Mustaqim

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Correlation Coefficient ◽

Regression Coefficient ◽

Correlation Study ◽

Positive Influence ◽

Multiple Correlation Coefficient ◽

Survey Method ◽

Learning Achievement ◽

Independent Variables

This study aims to determine the effect of curriculum competence and motivation on the achievement of learning outcomes of Islamic Faculty students. The form of survey research is quantitative, namely research carried out to look for the influence of curriculum, lecturer competency and motivation on the achievement of student learning outcomes in the Faculty of Islam Tarbiyah Department Laa Roiba Islamic High School, Bogor Regency. The research method used in this study is the survey method. This study is correlational because research seeks to investigate the relationship between several research variables namely competency variables, curriculum and motivation towards learning achievement. This correlation study will use correlation and regression analysis. In this study there are three independent variables, namely competence (X1), Curriculum (X2), and motivation (X3) on the dependentvariable, namely learning achievement (Y). The three independent variables (X1, X2, and X3) are associated with the dependent variable (Y). The results of the study show that there is a positive influence between lecturer competencies (X1) on learning achievement (Y). This is indicated by the correlation coefficient of 0.921 with the significance of the tcount correlation coefficient of 3.967 and the significance of the regression coefficient F count of 51.930 which is very significant at α = 0.05. for curriculum (X2) on learning achievement (Y). There is a positive influence. This is indicated by the correlation coefficient of 0.914 with the significance of the tcount correlation coefficient of 8.547 and the significance of the regression coefficient Fcount of 51.930 which is very significant at α = 0.05, and for motivation (X3) for achievement of learning outcomes (Y). This is indicated by the correlation coefficient of 0.940with the significance of the tcount correlation coefficient of 3.189 and the significance of the regression coefficient F is 51.930 which is very significant at α = 0.05, while the results of the lecturer competency analysis (X1), curriculum (X2), and motivation (X3) are together towards the achievement of learning outcomes (Y) has a significant multiple correlation coefficient with a value of 0.858 with the significance of the multiple regression coefficient F 51.930. In this study shows the importance of variable competence of lecturers, curriculum and motivation in an effort to improve student learning achievement and it can be concluded that as an educator must have competence, understand the curriculum and provide motivation to students, student achievement will increase and vice versa if as an educator do not have good competence, do not understand the curriculum and provide less motivation to students, the achievement of learning outcomes will decrease.

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The Influence of Learning Motivation and Teacher's Teaching Style on Student Achievement (At MA Muhammadiyah)

PINISI Discretion Review ◽

10.26858/pdr.v3i2.13266 ◽

2019 ◽

Vol 3 (2) ◽

pp. 177

Author(s):

Kharisma Danang Yuangga

Keyword(s):

Student Achievement ◽

Hypothesis Testing ◽

Student Learning ◽

Significant Influence ◽

Teaching Style ◽

Learning Motivation ◽

Test Reliability ◽

Coefficient Of Determination ◽

Analysis Tool ◽

Learning Achievement

How to teach teachers more or less will motivate students to absorb knowledge. The purpose of this study was to determine the effect of learning motivation and teaching style on student achievement in the MA Muhammadiyah. The method used is descriptive method with an associative approach. The sampling technique used was proportional random sampling using a sample of 76 respondents. The analysis tool uses validity test, reliability test, classic assumption test, regression analysis, correlation coefficient analysis, coefficient of determination analysis and hypothesis testing. The results of this study are Learning Motivation has a positive and significant effect on student learning achievement by 42.7%. hypothesis testing is obtained tcount> ttable or (7.428> 1.993), so that H0 is rejected and H1 is accepted, meaning that there is a positive and significant influence between learning motivation on student learning achievement at the MA Muhammadiyah Office. Teacher teaching style has a positive and significant effect on student learning achievement by 36.0%. Hypothesis testing is obtained tcount> ttable or (6.454> 1.993) so that H0 is rejected and H2 is accepted meaning that there is a positive and significant influence between the teacher's teaching style on student learning achievement on. A simultaneous test of teacher motivation and teaching style has a positive and significant effect on student learning achievement with an influence contribution of 48.4%, while the remaining 52.0% is influenced by other factors. Hypothesis testing obtained the value of Fcount> Ftable or (39.505> 2.730), thus Ho is rejected and H3 is accepted. This means that there is a positive and significant effect simultaneously between learning motivation and teacher teaching style on student achievement in the MA Muhammadiyah

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Hubungan Antara Budaya Organisasi Dan Disiplin Dengan Produktivitas Mengajar Guru Sekolah Dasar Di Kecamatan Matraman Jakarta Timur

alashriyyah ◽

10.53038/alashriyyah.v5i1.52 ◽

2019 ◽

Vol 5 (1) ◽

pp. 14

Author(s):

EE. Junaedi Sastradiharja ◽

Nyai Fatimah

Keyword(s):

Organizational Culture ◽

Correlation Coefficient ◽

Significant Relationship ◽

School Teacher ◽

Regression Equation ◽

Coefficient Of Determination ◽

Survey Method ◽

Primary School Teachers ◽

Independent Unit ◽

Academic Year

This study aims to find out and test empirical data related to the relationship between organizational culture, discipline and teacher teaching productivity simultaneously or separately. In this study, the authors used a survey method with a correlational and regression approach to quantitative data obtained from the object of research, namely Private Primary School teachers in Matraman sub-district. The sample of this study was 93 respondents out of a total of 120 private elementary school teacher populations in Matraman District in the odd semester of the 2018/2019 academic year. Data collection is done by using questionnaire / questionnaire, observation, and documentation techniques. The type of analysis used is correlation analysis and descriptive described regression. The results of this study are: First, there is a positive, strong and significant relationship between organizational culture and teacher teaching productivity with a correlation coefficient (r) of 0.751 and a coefficient of determination (R2) of 56.4%. The direction of influence is indicated by the regression equation Ŷ = 31,073 + 0.749 X1, it can be read that each increase in one unit score of organizational culture (X1) affects the increase in teacher teaching productivity score (Y) of 0.749 points. Second, there is a positive, strong and significant relationship between discipline and teacher teaching productivity with a correlation coefficient (r) of 0.736 and a coefficient of determination (R2) of 54.2%. The direction of influence is indicated by the regression equation Ŷ = 31,073 + 0,749 X2, it can be read that each increase in one unit of discipline score (X2) affects the increase in the teacher's teaching productivity score (Y) by 0.749 points. Third, there is a positive, strong and significant relationship between organizational culture and simultaneous discipline with teacher teaching productivity. The correlation coefficient (r) is 0.815 and the coefficient of determination (R2) is 66.4%. The direction of influence is indicated by the regression equation Ŷ = 12,191 + 0,467 X1 + 0,427 X2. From this equation it can be read that each increase in one independent unit score of organizational culture and discipline jointly affects the increase in teaching productivity scores 0.894.

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Overcoming Difficulties Of Grade Iv Students Understanding The Tests Of Islamic Subjects With The Approach Of Islamic Religious Teacher Care At Sdn 04 Koto Ranah Lesson 2015/2016

Jurnal Ilmiah Pendidikan Scholastic ◽

10.36057/jips.v2i2.274 ◽

2018 ◽

Vol 2 (2) ◽

pp. 129-139

Author(s):

Masniwati Masniwati

Keyword(s):

Student Achievement ◽

Student Learning ◽

Learning Outcomes ◽

Correlation Coefficient ◽

Significant Relationship ◽

Formal Education ◽

Learning Difficulties ◽

Shared Responsibility ◽

Improve Student Achievement ◽

Assessment Of Student Learning

School is a place of formal education. All activities that occur within the school are directed and planned in such a way as to achieve a quality output. Quality output in education can be realized if supported by environmental components that work together and are responsible. Dirto Hadisusanto (2003: 157) states that education lasts a lifetime and is implemented within families, schools and communities, so that education is a shared responsibility between family, government and society. One indicator to know the level of quality of education conducted in schools is the achievement of student learning. Efforts to improve student achievement have been done by educational institutions either through the addition of learning facilities, curriculum improvement, teacher competency improvement, research, seminars and others. Based on the data analysis and hypothesis testing, the conclusion that can be taken in this research are: There is a negative and significant relationship between the anxiety test Islamic religion students with student achievement grade IV SDN 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson 2015 / 2016 with a correlation coefficient of -0.220, so that the increasing anxiety of Islamic religious test students will be in line with the decrease in student learning achievement, and vice versa. There is a positive and significant relationship between the attention of teachers in the field of Islamic studies in the assessment of Islamic learning outcomes with the achievement of fourth grade students SDN 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 with a correlation coefficient of 0.268, so the increased attention Islamic teachers in the assessment of student learning outcomes will be in line with the increase in student achievement, and vice versa. Suggestion The Guru of Religion of Islam needs to give a sense of safety at the beginning of every test of Islam and as much as possible to get rid of the element of surprise from Islamic test situation by explaining the purpose and purpose of the test to the students, and give some examples about test of religion of Islam so that does not appear unexpected and not known by students who can cause anxiety to students. Parents need to increase attention in the assessment of students' learning outcomes for student achievement to increase, including attention to: repetition schedule, additional assignment (PR) from teachers, student learning activities, student retrieval scores, rapport filing, , notices of student learning difficulties by teachers, motivation, efforts to overcome learning difficulties and remedial and enrichment from teachers.

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Pengaruh Aktivitas Organisasi dan Intensitas Belajar Mahasiswa Pendidikan Matematika Terhadap Prestasi Belajar

Jurnal Inovasi Matematika ◽

10.35438/inomatika.v3i2.255 ◽

2021 ◽

Vol 3 (2) ◽

pp. 102-113

Author(s):

Ari Suningsih ◽

Imam Nurohim ◽

Windi Ria Astuti

Keyword(s):

Student Achievement ◽

Regression Analysis ◽

Data Analysis ◽

Mathematics Education ◽

Student Learning ◽

Correlation Coefficient ◽

Learning Achievement ◽

Ex Post ◽

Analysis Technique ◽

Positive Effect

The study aimed to determine the effect of participating in the exact student association organization (HIMEKS) and the intensity of learning on student achievement in mathematics education at FKIP-UMPRI. The activity in question was the involvement and an essential role in the organization's activities to foster and develop talents and increase student motivation. The intensity of learning included motivation, time or duration, discipline, concentration, frequency, activity, and presentation. This type of research used ex post facto with a quantitative approach. The population was all students of mathematics education FKIP-UMPRI. The research sample was Himeks administrators who were taken using a purposive sampling technique, totaling 43 people. Data collection through the distribution of questionnaires and documentation. The data analysis technique used simple regression analysis technique and multiple regression analysis. The results of data analysis: (1) there was an effect of activities following the HIMEKS organization with a contribution of 9.1% on student learning achievement. A positive effect with a correlation coefficient (r_x1y) of 0.302 with a low category; (2) there was an effect of learning intensity on student achievement with a contribution of 28.7%. The positive effect showed by the correlation coefficient (r_x2y) of 0.536, including the medium category; (3) there was an effect of participating in the HIMEKS organization and the intensity of learning together on student learning achievement 32.0%. A positive effect with a correlation coefficient of r_x1x2y=0.566 in the medium category.

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