<![CDATA[Several factors believed to influence mathematics learning achievement are metacognition, self-efficacy, productive disposition, and learning motivation, therefore this study aims to determine how much the influence of metacognition, self-efficacy, roductive Disposition, motivation to student mathematics learning achievement. This research is a quantitative ex-post facto type. The population in the study were all VIII grade students of SMPN 6 Moncongloe in the even semester of the 2023/2024 academic year, the sample used in this study were 80 students with systematic proportional random sampling technique. The instruments used were metacognition questionnaire, self-efficacy, roductive Disposition, and learning motivation. Data analysis techniques used descriptive statistics and inferential statistics with path analysis. (1) Descriptive research results show that the average value of metacognition is 143.80 in the moderate category. The average value of self- efficacy is 58.01 in the moderate category. The mean value of roductive Disposition is 91.86 in the moderate category. The average value of motivation is 70.48 in the high category and the value of learning achievement is 77.40 in the high category. (2) The results of inferential research show that metacognition, self- efficacy, roductive Disposition and learning motivation have a positive and significant effect on learning achievement. (3) The variables of metacognition, self- efficacy, roductive Disposition have a positive but insignificant effect on learning achievement through learning motivation. (4) The influence of metacognition, self-confidence, roductive Disposition directly to students' mathematics learning achievement is better than the indirect effect through learning motivation.]]>
