<![CDATA[Education plays an important role in improving the quality of human resources through the achievement of optimal learning outcomes. However, students' learning outcomes in Economics at SMA Negeri 6 Kupang remain low, highlighting the need to examine internal factors, particularly learning interest and learning discipline. This study aims to analyze the effects of learning interest and learning discipline on the learning outcomes of tenth-grade students. The study is based on Bloom's cognitive learning theory, which explains that learning outcomes are influenced by internal factors. This research employed a quantitative approach with a causal associative design. The population consisted of 398 tenth-grade students, with a sample of 170 students selected using proportionate stratified random sampling. Data were collected through questionnaires and analyzed using multiple linear regression, t-tests, F-tests, and the coefficient of determination. The results indicate that learning interest has a negative and insignificant effect on learning outcomes (X₁ = −0.025; p = 0.291), whereas learning discipline has a positive and significant effect on learning outcomes (X₂ = 0.940; p < 0.001). Simultaneously, both variables have a significant effect on learning outcomes (F = 105.767). It is concluded that learning discipline is the most dominant factor in improving students' learning outcomes.]]>
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