This study aims to determine the effect of self-motivation, Budai attitude and self-assessment on analytic geometry of space-aided learning GeoGebra 5.0 both individually and independently on vaiabel together. This study took a sample of 41 students at random and retrieval of data using questionnaires on self-motivation variables are 20-point declaration, Budai stance grains contained 10 statements, and there is a 10 item self-assessment statement. The method of analysis using tests of normality and homogeneity as a prerequisite test. Simple regression and multiple regression analysis used to test the hypothesis by taking a significance level of 5%. The results showed (1) there is a self-motivated influence on learning achievement in analytic geometry of space-aided learning GeoGebra 5.0 by 41.9%; (2) there are significant Budai attitudes to learning achievement in analytic geometry of space-aided learning GeoGebra 5.0 by 27.7%; (3) the influence of the self-assessment of learning achievement in analytic geometry of space-aided learning GeoGebra 5.0 by 32%; (4) there is the influence of self-motivation, attitude Budai, and self-assessment of learning achievement in analytic geometry of space-aided learning GeoGebra 5.0 by 55.4%. The general conclusion of this research is the achievement of learning analytics geometry 2 is influenced by self-motivation, attitude Budai, and self-assessment.

Key Words : analytic geometry of space-aided learning GeoGebra 5.0, self-motivation, Budai attitude and self-assessment.

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