Learning achievement in academic activity is avery important thing because
it is the result of learning activities which are identified by the changes of
knowledge, understanding, attitude and behaviour skill, capabiliity, ability of
reacting, power of conceiving and aspects in the leaners them selves. Learning
achievement in influenced by many things, among others are motivation to gain
achievement, self adjustment and the role of guidance counseling.
This research aims to know the relation of motivation of achievement,
adjustment and role of tuition service of counseling with achievement of student
learning.
The hypotesis that there is correlation among achievement motivations,
adjustment and role of guidance counseling with achievement of learning
This research subject are students SMP N I Nogosari Boyolali which having
the age between 12 to 15 years that amounts to 70 students of them with the
cluster random sampling technique.
Data collections technique is done by using motivation of achievement
questionaire, self adjustment and role of guidance of counseling of student
learning achievement and document which student value student. Data is analysed
by regression.
The results from the regression are: 1) There is a very significant
correlation between interest motivation of achievement, adjustment and role of
guidance counseling has significant influence to achievement of learning, 2)
There is a positive correlation between the significant interest achievement
motivation with achievement of learning, 3) There is a positive correlation
between the significant interest adjustment with achievement of learning.
4) There is a positive correlation between the significant interest role of
guidance counseling with achievement of learning.
Based on the result of data analysis it can be concluded that : the proposed
hypotetesis is accepted or proven. The result of the regression analysis is that
there is correlation among achievement motivations, self adjustment and role of
guidance of counseling with achievement of learning.This figure comes from
effective countribution of achievement motivations, adjustment and role of
guidance counseling with achievement of learning scores 97, 9% the other 2,1% come from other factors
