ANALYSIS OF FACTORS INFLUENCING TO ALGEBRAIC LEARNING ACHIEVEMENT BY STRUCTURAL EQUATION MODELING
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The objective of this research was to develop and examine the consistency of the structural equation model of factors influencing the algebraic learning achievement of grade 10 students and study the factors influencing the algebraic learning achievement of grade 10 students. It is correlational research that collects data from the results of responses of sample group consisted of 377 grade 10 students of demonstration schools in the academic year 2022, which was obtained through multi-stage random sampling. The instruments used in this research consisted of the measurement of factors influencing on algebraic learning achievement and the algebraic learning achievement test developed by the researchers. Data were analyzed by structural equation modeling: SEM. The research results found that 1) The developed structural equation model of factors influencing algebraic learning achievement was consistent with the empirical data. 2) The achievement motivation and mathematical representation had a direct influence on algebraic learning achievement with statistical significance at the .05 level. As for the dedication to learning, the students’ faith in the teacher, and the categorization skill, there were no statistically significant direct influences on algebraic learning achievement. However, the dedication to learning had an indirect influence on algebraic learning achievement with statistical significance at the .01 level through achievement motivation and mathematical representation. In addition, the achievement motivation had an indirect influence on algebraic learning achievement with statistical significance at the .01 level through mathematical representation. The categorization skill had an indirect influence on algebraic learning achievement with statistical significance at the .01 level through mathematical representation.
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