Academic achievement, is an accomplished person after doing learning activities. Achievements can be seen from the changes in a person in interacting with their environment.
The statement is in accordance with the opinion Slameto (2003: 2) which says that learning is a process of effort for someone to get something new behavior changes as a whole, as a result of his own experience in interacting with their environment. A. Tabrani Rusyan (1993: 7) suggested four formulations of understanding learning. Learning is a process of behavior and is expressed in the form of control, use and assessment. Knowledge and basic skills in various aspects of organized life or experience.
The several theories was mentioned above, that learning is a process of behavior change both in terms of knowledge, skills and attitudes. If someone already has three aspects, it will obtain the results of learning.
After someone has finished the learning process, then they will gain academic achievement. According Poerwadarminta (1996: 787) megatakan that achievement is the result achieved, while academic achievement is the mastery of knowledge / skills developed by the subjects that are usually indicated by test scores or the number value assigned by the teacher.
Someone who has succeeded in obtaining academic achievement, it will get a high position. This is because the knowledge, skills and abilities will be great to bring someone respected in the sense of community a lot. If a third person has the attitude that it can be said successful. In the Qur’anit is explained that, if someone has a high science, it will be promoted in rank. This is described in the word of God means: … “and when it is said:” Stand you “, then stood up, Allah will exalt those who believe among you and those who were given science a few degrees’.
According to Nana Sudjana (1995: 22) is the result of learning abilities of students after he received his learning experience. Learning outcomes achieved by students is closely associated with the formulation before teachers’ instructional goals. How big is that goal, then gurulah which has the ability to design objectives.
Learning outcomes can be divided into three domains, namely the realm of cognitive, affective and psychomotor. Cognitive domains include learning outcomes associated with memory, knowledge and intellectual ability. Affective domain of learning which includes the results related to the attitudes, values, feelings and interests. Psychomotor domain of learning which includes the results related to physical skill / motion, supported by psychic abilities (Ngalim Purwanto, 1998: 45).
Three aspects was mentioned above above that a person who has made the learning process, it will change. These changes bring the person back to his native place environment to devote themselves to society as a result of learning pross has done and this is where the public will judge.
In principle, disclosure of the results meiputi learning domains of cognitive, affective and psychomotor the change as the result of experience and learning process. To get the size and data on learning outcomes, it is necessary to note the indicator.
Uzer According to Usman, et al., (1993: 8) indicators that measure, that a learning activity can be said to succeed are:
– Power absorption of the material being taught the lessons of high achievement, either individually or in groups.
– Behaviours outlined and the objectives of teaching / special instructional technology (ICT) has reached the students, both individually and classical.
In the learning process will always result in learning outcomes. For that we need to know, how far the level of success in ssampai pembelajaannya process.
In connection with this successful teaching and learning process is divided on some level or degree. Rankings are as follows:
1) Special / maximal: If all the material being taught a lesson that can be mastered by students.
2) Very good / Optimal: If the majority of 76% – 99% of lessons being taught can be mastered by students.
3) Good / Minimal: If the material taught only 60% – 75% have mastered by students.
4) Less: If the material being taught a lesson less than 60% dominated by students. Aswan Djamarah and Zain (1997: 121).
Muhibbin According to Shah (2002: 150) says that in order to facilitate the use of evaluation tools and tips that are considered appropriate, reliable and valid use of a long table. This table is derived from a variety of referral sources (Solar, 1982 and Barlow, 1985).