Implementation of E-Learning and Teacher’s Affective Professional Commitment to Improve Learning Achievement of High School Students In South Papua

---The purpose of this study was to analyze the implementation effect of e-learning and teacher’s affective professional commitment to improve the learning achievement of high school students in South Papua. Primary data were obtained through a questionnaire distributed to 60 teachers working in high schools in remote and suburban areas in South Papua. Three hypotheses were tested with structural equation model (SEM) analysis and proved significant. The findings of this study conclude that the highest percentage for variables that influence student achievement was the teacher's affective professional commitment. The effect of e-learning implementation variables on student learning achievement was lower than the teacher's affective professional commitment. This is caused by several factors which are the geographical condition of South Papua with a high level of difficulty, limited communication media, the attitudes and responses of teachers and students towards the use of e-learning, economic conditions of the family, the scope of communication media use and e-management learning complexity. Although the effect of e-learning on student achievement was lower when compared to the teacher's affective professional commitment, it still showed a positive effect.