<![CDATA[How to teach teachers more or less will motivate students to absorb knowledge. The purpose of this study was to determine the effect of learning motivation and teaching style on student achievement in the MA Â Muhammadiyah. The method used is descriptive method with an associative approach. The sampling technique used was proportional random sampling using a sample of 76 respondents. The analysis tool uses validity test, reliability test, classic assumption test, regression analysis, correlation coefficient analysis, coefficient of determination analysis and hypothesis testing. The results of this study are Learning Motivation has a positive and significant effect on student learning achievement by 42.7%. hypothesis testing is obtained tcount> ttable or (7.428> 1.993), so that H0 is rejected and H1 is accepted, meaning that there is a positive and significant influence between learning motivation on student learning achievement at the MA Muhammadiyah Office. Teacher teaching style has a positive and significant effect on student learning achievement by 36.0%. Hypothesis testing is obtained tcount> ttable or (6.454> 1.993) so that H0 is rejected and H2 is accepted meaning that there is a positive and significant influence between the teacher's teaching style on student learning achievement on. A simultaneous test of teacher motivation and teaching style has a positive and significant effect on student learning achievement with an influence contribution of 48.4%, while the remaining 52.0% is influenced by other factors. Hypothesis testing obtained the value of Fcount> Ftable or (39.505> 2.730), thus Ho is rejected and H3 is accepted. This means that there is a positive and significant effect simultaneously between learning motivation and teacher teaching style on student achievement in the MA Muhammadiyah]]>
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