<![CDATA[This study aims to analyze the effect of learning methods (X1) and learning conditions (X2), both partially and simultaneously, on the learning achievement (Y) of students at Dayah Nurul Amal, Jeunieb Subdistrict, Bireuen Regency. This study employs an explanatory quantitative approach. The population in this study consisted of all 100 students at Dayah Nurul Amal. The sampling technique used was probability sampling with a saturated sampling approach (census sampling), so that the entire population of 100 students was used as the sample. Data collection was carried out by distributing questionnaires with a 1–5 Likert scale. Data analysis techniques included validity tests, reliability tests, classic assumption tests (normality, multicollinearity, and heteroscedasticity tests), multiple linear regression analysis, correlation coefficient (R), coefficient of determination (R2), as well as hypothesis testing through t-tests and F-tests using SPSS. Partially, the Learning Method variable (X1) has no significant effect on Students' Learning Achievement, with tcalculated<ttable and a significance value >0.05, whereas the Learning Condition variable (X2) has a positive and significant effect on Students' Learning Achievement, with tcalculated=7.196>ttable1.985 and a significance value 0.000<0.05. Simultaneously, Learning Method (X1) and Learning Condition (X2) have a significant effect on Students' Learning Achievement, with Fcalculated=26.142>Ftable3.09 and a significance value 0.000<0.05, where the coefficient of determination (R2) indicates that these two variables account for 71.0% of the variance in students' learning achievement, while the remaining 29.0% is influenced by other variables not examined in this study.]]>
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