<![CDATA[This study aims to determine the influence of learning discipline, curiosity, and the influence of both simultaneously on the learning achievement of students in the subject of science at SDN No. 143 Inpres Topejawa. The approach used is quantitative with an ex-post facto design. The research sample consisted of students selected through simple random sampling techniques. Data were collected through questionnaires and observations, then analyzed using normality tests, linearity tests, multicollinearity tests, linear regression analysis, and F tests. The results showed that learning discipline had a low and insignificant influence on learning achievement in science. On the contrary, curiosity had a positive and significant influence. Simultaneously, both variables contributed to improving students' science learning achievement. Thus, it can be concluded that curiosity has a greater role in supporting learning achievement compared to learning discipline.]]>
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