ABSTRACT

Purpose The objectives of this research included 1) knowing the effect of parental attention variable on students learning achievement; 2) knowing the effect of self-concept variables on students learning achievement; and 3) knowing the effect of learning independence variable on students learning achievement; and 4) knowing the effect of parental attention, self-concept, and learning independence simultaneously on students learning achievement. Methodology The research method used it was ex-post facto quantitative. The sample in this study amounted to 178 people who were students of class XI from four majors, namely Accounting, Office, Computer and Network Engineering, and Marketing. The data were collected using a questionnaire technique and documented, analyzed by inferential statistical techniques using multiple regression analysis.

Findings The results of the study proved that 1) the variable of parental attention influences students learning achievement; 2) self-concept variables affect students learning achievement; 3) the variable of learning independence influences students learning achievement; and 4) the variables of parental attention, self-concept, and learning independence have a simultaneous effect on students learning achievement. Implications for Research and Practice Among the parental attention, self-concept, and learning independence variables, the biggest contribution to the students learning achievement for Indonesian language subjects at SMK Negeri 2 Makassar is the learning independence variable, followed by the parental attention and self-concept variables.