Kinds of Learning Achievement

the facts that illustrates the degree of quality, quantity, and the existence of circumstance being measured. According to the Muhibbin Shah 2013:152 learning success measurement includes: 1 Cognitive Achievement Evaluations Measuring students success in cognitive can be done in various ways, either by written or oral test andactions. Because of the growing number of students at schools, oral tests and actions are hardly used anymore. Another reason why the oral test in particular get less attention is because its implementation must be face to face directly confronted. 2 Affective Achievements Evaluation In planning of students achievement instrument test related to affective domain, the kind of achievements and characteristics internalization should get special attention. The reason is because both are more in control of students’ attitude and actions. One form of affective aspect test is Likert Scale which aims to identify the tendency or attitude of people. 3 Psychomotor Achievement Evaluation A appropriate way to evaluate the learning success of psychomotor domain is an observation. The observation in this case can be interpreted as a kind of tests regarding events, behavior or other phenomena, with direct observation. However, the observations should be distinguished from the experiment, because the experiment was generally seen as a part of observations. To measure learning achievement requires measurement instrument, either in the form of tests or non-tests. According to the Muhibbin Shah 2013:140 learning outcomes test TBP is a measurement instrument used to determine the extent of the success of teaching learning process or to determine the extent of the success of a teaching program. From the opinion of the above, learning achievement measured is only for cognitive domain, while to measure learning achievement in affective and psychomotor is using non-test instrument: observation sheet. According to the muhibbin Shah 2012:142 there are two tests used to measure student learning outcomes, namely: 1 Pre-test This activity is done at the time the teacher will teach a new material. The goal is to identify the extent of students ’ knowledge about the materials that will be taught. 2 Post-test Post-test is the opposite of pre-test, namely the evaluation done by teacher every at the end of a lesson. The goal is to find out the extent of the students mastery over material that has been taught. Achievements of learning Accounting can be measured through the written test either in the form of pre or post-test. After the test is held, it will be assessed by the teacher, which it would henceforth be called the Accounting learning achievement or Accounting learning outcomes. If lot of students who do not meet the passing grade KKM, the teacher will hold an evaluation. Thus, the learning achievements of students can be measured in three areas, namely the domain of cognitive, affective, and psychomotor. Among three domains, domain of cognitive is the most rated by teachers in schools as it is related to the students ability in mastering the teaching materials.

d. Factors Affecting Learning Achievement

According to Sumadi Suryabrata 2011:233 there are several factors that affect the achievement of learning, i.e.: 1 Factors that originate from outside, these factors can be classified into two groups with overlapping notes that exist, namely: a non social factors, and b social factors, 2 Factors that originate from inside, and these factors can also be classified into two groups, namely: a physiological factors, and b psychological factors.