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The learning approach and classroom assessment techniques in the learning process are activities that must be carried out by the teacher to know students- achievement. The paradigm of the learning approach must have changed from student-centered to teacher-centered learning. One of the learning approaches that can be used by teachers in mathematics learning is realistic mathematics learning. In this approach, besides students are required to be active in their learning also learning activities emphasize the problems faced by students every day. In addition to the learning approach, the use of classroom assessment techniques can also determine student-s creativity in learning. Student-Generated Test Question (SGTQ) and Application Cards (AC) are examples of alternative classroom assessment techniques that teachers can use in addition to the classroom assessment techniques that have been used so far. The use of SGTQ and AC as a classroom assessment techniques allows students to think creatively and think higher in learning mathematics. The objective of the research is to find out the effect of learning approach and classroom assessment techniques toward student-s mathematics achievement. It was a quantitative research with an experimental study conducted in the State of Islamic Junior Secondary School (MTsN) of Cening and State of Islamic Junior Secondary School (MTsN) of Pandeglang 2 Labuan, Pandeglang. The students- mathematics achievement was seen at the end of the semester using the test. In this case, we will discuss the implication of learning approach and classroom assessment techniques for students- mathematics achievement. The result of this study indicates the influence of the use of the learning approach and classroom assessment techniques on students- mathematics achievement.