<![CDATA[In a formal school setting, the success of the learning process is generally demonstrated through academic achievement. Academic achievement is the result of measuring learning efforts—expressed in numbers, letters, or symbols—that reflects the degree to which a student has understood the subject matter over a specific period. This quantitative study analyzes the direct and indirect effects of learning facilities, learning styles, active learning, and teacher's role on XI grade students' economics achievement at SMAN 1 Salimpaung (2025/2026), with learning motivation as an intervening variable. Using total sampling, 62 students were involved. Data from structured questionnaires and SAS scores were analyzed via path analysis using SPSS 22 and EViews. Results show that learning facilities ($t=-0.443, p=0.660$), learning styles ($t=1.031, p=0.307$), motivation ($t=0.491, p=0.625$), active learning ($t=-0.397, p=0.693$), and teacher's role ($t=0.119, p=0.905$) have no significant effect on achievement. Similarly, facilities ($t=0.803, p=0.425$), learning styles ($t=1.037, p=0.304$), and active learning ($t=1.596, p=0.116$) do not significantly influence motivation. However, the teacher's role has a significant positive effect on learning motivation ($t=3.284, p=0.002$). In conclusion, the teacher's role is key to enhancing student motivation, whereas improving academic achievement requires exploring additional internal and external factors.]]>
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