Impact of Learning Independence and Learning Facilities on Students' Economic Achievement in Grade 11 at Private High Schools

This study aimed to investigate the influence of learning independence and learning facilities (X) on students' academic achievement (Y) in economics. The research was conducted at private high schools in Tangerang Regency, involving 88 eleventh-grade students as samples. A quantitative associative methodology was employed, utilizing validated and reliable questionnaires as the primary data collection instrument, supplemented by documentation. The results of the analysis indicated that: 1) There was a significant influence of learning independence on students' academic achievement in eleventh-grade economics, accounting for 70% of the variance in academic achievement. In comparison, the remaining 30% was attributed to other factors not discussed in this study. The t-test results showed that the variable of learning independence was significant (t = 9.615 > 1.666, p < 0.05). 2) There was also a significant influence of school learning facilities on students' academic achievement in eleventh-grade economics, accounting for 46.4% of the variance. The t-test results showed that the variable of school learning facilities was significant (t = 3.759 > 1.66, p < 0.05). 3) Furthermore, both learning independence and school learning facilities together had a significant influence on students' academic achievement in eleventh-grade economics, accounting for 74.3% of the variance. The findings of this study suggest that both learning independence and adequate learning facilities play crucial roles in enhancing students' academic achievement in economics. Therefore, it is recommended that schools in Tangerang Regency prioritise the development of learning environments that foster students' independence and provide sufficient learning resources to optimise learning outcomes.