Penelitian ini bertujuan untuk mengkaji secara empiris pengaruh kecerdasan intrapersonal dan Self Esteem terhadap prestasi belajar siswa SMK LPI Sampangan Semarang. Peneliti berhipotesis bahwa intrapersonal dan Self Esteem memiliki efek positif dan signifikan pada prestasi belajar siswa SMK LPI Sampangan Semarang. Sampel penelitian yang termasuk dalam penelitian ini adalah 335 siswa di SMK LPI Sampangan Semarang. Skala tersebut menggunakan tiga skala, yaitu Prestasi belajar, Skala kecerdasan intrapersonal, dan Skala Self Esteem. Metode analisis data untuk regresi berganda, analisis deskriptif, asumsi klasik dan pengujian hipotesis. Hasil penelitian ini menunjukkan bahwa pengaruh kecerdasan intrapersonal dan Self Esteem terhadap Prestasi belajar siswa SMK LPI Sampangan Semarang memiliki hubungan yang positif dan signifikan baik itu secara parsial maupun simultan. Oleh karena itu, pihak sekolah maupun orang tua perlu menciptakan lingkungan yang kondusif agar anak bisa belajar dengan tenang sehingga juga mereka bisa menjaga kadar emosi yang dimiliki.

ABSTRACT:
This research aims to empirically examine the influence of intrapersonal intelligence and self-esteem on the academic achievement of students at LPI Sampangan Vocational High School in Semarang. The researcher hypothesized that intrapersonal intelligence and self-esteem have a positive and significant effect on the academic achievement of students at LPI Sampangan Vocational High School in Semarang. The research sample included 335 students at LPI Sampangan Vocational High School. The scales used in this study were the Learning Achievement Scale, the Intrapersonal Intelligence Scale, and the Self-esteem Scale. The data analysis methods used were multiple regression analysis, descriptive analysis, classical assumptions, and hypothesis testing. The results of this study indicate that the influence of intrapersonal intelligence and self-esteem on the academic achievement of students at LPI Sampangan Vocational High School in Semarang has a positive and significant relationship, both partially and simultaneously. Therefore, schools and parents need to create a conducive environment for children to study peacefully, thereby helping them maintain their emotional well-being.