I. Background Implicitly and explicitly the Qur'an explicitly states that a man is a leader.

In a letter Annie (34), Allah says "The man is a leader for women". This verse means that the prialah are obliged to give livelihood to women. This also means that "which includes judges, amir (leader) and those who fought and in the case that all women are not allowed." (Tafseer al-Qurtubi juz V: 168). General meaning that can be learned from this statement is the man widely obliged and responsible to his family, and for that, men should have an adequate ability to create or obtain a decent job and decent income to finance his family's life in a lawful and legal. At the end of the second millennium or about the twentieth century, in the western world and modern civilized claim, digelontorkan gender issues within the framework of equality (equality) of rights between women and men in all aspects of life. Increased levels opportunities to learn and work opportunities for women to trigger a turning point in the women questioned the dominance of men in all aspects of life. UNICEF states that gender issues due disperitas sticking out of education and income earned by women compared to men in the same job level (Rathje, 2002; An-Najah, AZ, 2008; Wikipedia, 2010). One of the factors that motivate women to be equated with men in obtaining an opportunity to reach the same income level in the same job level is through the educational levels (Kelly, KR & Jordan, LK, 1990; Wikipedia, 2010). This statement is not without reason because the few studies conducted at several levels of education in some countries has resulted in the dominance of men in academic achievement began to tend to experience degeneration. Results indicated that academic achievement was measured based on their respective benchmarks and standards applied to educational institutions in each country where he did research, the tendency of domination of women (female students and female students) than men (boys and students ) in several fields of study (Updegraff, KA et al 1996; Busch, T. 1995; Barker, B. 1997; Adam, CR & Singh, K., 1998; Alkhateeb, HM 2001; Tinklin, T. et.al . 2001; Cavallo, AM et al 2004; Taylor, G. & Nikolova, O. 2004; Machin, S. & McNally, S. 2005; Ruban, LM & McCoach, DB, 2005; Whitemore, D. 2005). In contrast, several previous studies conducted by Trusty, J. Robinson, et.al. 2000, Whitelaw, et.al. (2000), Joseph (2007), Wood, D. et.al (2007) suggests that students or male students still significantly higher value than the students or female students in certain subject areas (mathematics, physics or natural sciences and computer). In addition, gender-war issues (gender war) have been initiated since digelontorkannya Law of Equality between women and men in the United States in early 1972, triggering studies that highlight the academic achievements of students and students in several countries (Wikipedia, 2010 .) Bebeberapa studies have found that there are several factors that affect academic achievement, namely: family socioeconomic background, motivation, age, culture, student behavior, students and parents, and gender (Adams, CR and K. Singh, 1998; Binder, M ., 1998; Erdogan, Y. et al, 2008). Results of other studies show that gender did not significantly affect the academic achievement of students or students (Barker, B. 1997; Beyer, S., 1999, Anonymous, 2005; Barakzai, MD and D. Fraser, 2005; Wood, DR et.al ., 2007; Balsmeier, B. and H. Peters, 2009). The publication was released last mentioned that the intelligence did not have a relationship with the success rate of boys and girls although there are physiological differences in brain structure, the boy's brain is larger and growing faster than the brains of girls (Widodo, 2010). Further explained that human intelligence is more influenced by the environment such as nutrition and stimulation (Windodo, 2010). Previous research has shown that boys and girls have different variants of expertise in a field of science because of differences in the physiology of their brain structure, but in general, and tested for statistically significant differences have not delivered their academic performance (Cooijmans, 2009). Students who are enrolled in Masters of Management Program, University of Mataram, since its establishment in 1999 until 2009, the quantity is still dominated by male students than female students. From a number of students enrolled in 1003 until December 2009, there were number of male students

as much as 797 men and 206 women students people. For more details, presented the number of students enrolled per academic year from 1999 through 2009 in Table 1 below. Table 1. Number of Students Registered From Master of Management Program of 1999 Primary 2009 Based on Gender YEAR MALE WOMEN TOTAL FORCE JML CHANGES JML CHANGES 1999 69 11 80 2000 66 -3 -4.35% 6 -5 -45.45% 72 2001 47 -19 -28.79% 7 1 16.67% 54 2002 67 20 42.55% 7 0 0.00% 74 2003 69 2

2.99% 6 -1 -14.29% 75 2004 55 -14 -20.29% 21 15 250.00% 76 2005 60 5 9.09% 12 -9 -42.86% 72 2006 57 -3 -5.00% 13 1 8:33% 70 2007 108 51 89.47% 34 21 161.54% 142 2008 89 -19 -17.59% 36 2 5.88% 125 2009 110 21 23.60%

53 17 47.22% 163 TOTAL 797 206 1003 Source: Master of Management Program, University of Mataram, 2010 (processed). From Table 1 can be seen that in absolute terms, the fluctuations in the number of students enrolled in Masters of Management Program, University of Mataram, for both male students and female students. In recent years, the existence of a dramatic increase of women students enrolled in Master of Management Program, with an increase of 47.22 percent. The trend increase in students enrolled in educational institutions is not clearly known factors. This, visible from some fluctuation changes that occur in a few years, which increased by 250 percent (from 2003 to 2004) and 161.54 percent (from 2006 to 2007). Anomalies of these changes is unknown background cause it has not done the research. In nominal terms can be said that there was a trend increase in female students enrolled in Masters of Management Program, University of Mataram, as shown in the table, namely the positive changes since 2006, continuing until 2009. It has been referred to earlier, the number of students enrolled in Master of Management Program, University of Mataram in quantity has increased continuously, but keep in mind is their academic achievement when viewed from the index of academic achievement and their period of study. The following will be presented data about the two things which the data reflects the average force per year based on gender.

Table 2. Number of Graduates Students Masters Program in Management, University of Mataram by Sex, GPA and Old Study IN FORCE NUMBER OF GRADUATES WITH ACHIEVEMENT INDEX Range TOTAL AVERAGE LENGTH OF STUDY (month) <3:41 3:41 - 3.70 > 3.70

Men PRPN

JML Men PRPN JML Men PRPN JML P. STUDY Men PRPN 1999 39 4 43 20 3 23 5 4 9 75 29.76 30.13 27.64 2000 39 3 42 14 1 15 0 1 1 58 31.45 31.45 31.40 2001 21 1 22 10 5 15 1 0 1

38 30.45 30.69 29.17 2002 26 3 29 18 3 21 4 1 5 55 27.25 27.35 26.57 2003 27 3 30 21 3 24 5 0 5 59 33.08 33.23 31.83 2004 27 9 36 7 5 12 0 1 1 49 27.90 25.88 32.47 2005 26 2

28 21 6 27 0 1 1 56 34.54 33.85 38.11 2006 21 2 23 7 4 11 2 2 4 38 30.92 30.80 31.38 2007 16 3 19 19 6 25 4 1 5 49 25.41 25.77 24.00 2008 0 0 0 3 0 3 1 1 2

5 18:00 18:00 18:00 JML/RATA2 242 30 272 140 36 176 22 12 34 482 28.88 28.71 29.06 Source: Master of Management Program, University of Mataram, 2010 (processed) From Table 1 and Table 2 can be explained that from 1003 students enrolled in Master of Management Program until February 2010, 482 students have graduated from the course. Judging from the cumulative GPA in absolute male students dominate in the acquisition of grade point average. To view the fair, to combined data on the number of students in Table 1 with the performance index data in Table 2. From both tables it can be explained proportion of male students who obtained a GPA above 3.70 for the force in 1999 that is 5 people (25.7 percent of the 69 students enrolled), while female students graduate with a GPA greater than 3.70 is sebannyak 4 people (36.36 per cent of 11 female students enrolled). Since the armed forces in 1999 until the year 2008, male students had not represented as much as 3 times for having a GPA greater than 3.70, which is to force in 2000, 2004 and 2005, while female students are not represented only twice, namely for force in 2001 and 2003. From Table 2 can be compared to an average length of completion for students who graduate studies for the force from 1999 until the force in 2008. Male students had an average length of study (28.71 months) was lower than the average course of study (28.88 months), while the average length of study of female students (29.6 months) is higher than the average course. If the observed average length of study per year class, looked at almost in force, female students finish faster than male students, but the average length of study of male college students completed more quickly in extreme study in class of 2004. These extreme conditions, having traced some of the available data, ie data about students' marital status (data attached), for students enrolled in the class of 2004, dominated by female students who were not married. Although, at the same force that female students are also dominated by a background in economics (economics faculty alumni) and this data can be seen in the appendix. Data on students per batch jobs (see appendix) shows that the work of registered students per class is dominated by those who have jobs as civil servants. II.Perumusan Problems From the description in the background which has presented some results of previous research and empirical analysis of preliminary data obtained from the Master of Management Program, University of Mataram, can be formulated in 4 (four), the following research questions. 2.1 Is the gender (sex) and demographic factors (age, marital status, occupation and previous fields) affect the performance index and long a student study Masters of Management Program, University of Mataram? 2.2 Among the gender and demographic factors, where the dominant factor affecting performance

index and long a student study Masters of Management Program, University of Mataram?; 2.3 Is the index mutual achievement of students affected by long study of Masters Program in Management, University of Mataram, and 2.4 What grade female students is higher than the index of student achievement male Masters of Management Program, University of Mataram? III.Batasan Problems To further focus this study, there are some limitations that need to be addressed: 3.1 Academic achievement in this study was grade point average (GPA) or (GPA), and duration of study students; 3.2 The student meant by Masters of Management Program, University of Mataram are students enrolled from 1999 until 2009 who have grade point average or GPA; 3.3 Attribute data on the gender (sex) and demographic factors (age, marital status, occupation and previous science) applies to students who are active and non-active; and 3.4 For the period of study student data, will only take into account data referred to students who have diyudisium. IV.Tujuan Substantial research to be conducted this has a purpose, namely: 4.1 To determine the effect of gender (sex) and demographic factors (age, marital status, occupation and previous science) on student achievement index Masters of Management Program, University of Mataram; 4.2 To determine the factors (gender and demographic factors), the most dominant influence student achievement index Masters of Management Program, University of Mataram; 4.3 To determine the effect of the long grade students study the Master Program in Management, University of Mataram, and 4.4 To compare student achievement index index women with male student achievement Masters of Management Program, University of Mataram. V. Benefits Some of the benefits to be achieved in this study, among others: 5.1 For managers, the results of this study is expected to provide input on several factors or gender and demographic attributes that influence student academic achievement of students who can be relied upon in kebuputusan and policy-making process in relation to the learning process in the Master Program in Management, University of Mataram; 5.2 For the development of science, the results of this study are expected to contribute in the study of gender and other demographic factors affect academic achievement of the graduate program or other nuances of previous studies that have been done both inside and outside the country; and 5.3 For the researchers, the results of this study is expected to increase the capability and experience with the utilization of research knowledge and further development of this research. VI.Kajian Library In the literature review will elaborate theoretical studies and research results, the conceptual framework of research, and hypotheses to be tested in this study. 1.Kajian Library This section will discuss some results of previous research, and grouped into 6 (six) parts, namely: gender, academic achievement, demographic factors, these factors affect academic achievement, gender and academic achievement, and demographic factors and academic achievement. A. Gender Gender issues started sticking since the World Health Organization (WHO) discussed in an annual

session held in New York in 1972 (Wikipedia, 2010a). In the annual session, the gender is associated with one's biological condition, namely men, women, and among others (intergendered). In this study, one's biological gender is represented by an absolute condition, namely sex male and female. This dichotomy is also supported by a statement in the electronic encyclopedia (Wikipedia, 2010a) defines gender as "a broad grouping of characteristics seen to distinguish between the entities of men and women, expanded from one's biological gender until, in humans, the social role a person or gender identity (the wide set of characteristics are seen to distinguish That Between Female and male entities, extending from one's biological sex to, in Humans, one's social role or gender identity). " B. Academic Achievement Indicators of success or the success of someone who is educated diperguruan or university is academic achievement. Every country has its indicators of success or academic achievement parameters vary. In the United States (Wikipedia, 2010c), to measure the success of one student in college used a Grade Point Average (GPA), the number value of 0 (zero) to 4 (four), which is the conversion of the value of test subjects or eyes lecture followed by a mahassiwa. For example, the value of math courses (with a credit of 3) 90 or A is converted into 4 (Grade) and the value of biology (a credit of 2) 80 or B converted to 3, then the student's GPA is 3.6 (which have from ((3 x 4) + (2 x 4)) / (3 +2)). In Wikipedia (2010c), indicators of student achievement in Indonesia is almost the same as academic achievement indicators used in the United States, and the only difference is the conversion of absolute numbers to grade. For example, the value of a course 72 or a B + will be converted into 3:33, and 80 or A-will be converted into 3.67. To calculate GPA and higher education in Indonesia known (GPA) is the same applies to the United States, namely by considering the amount of course credit. In this study, academic achievement will be seen from the indicators listed in the Handbook of Academic Programs Master of Management, University of Mataram latest issue. In the handbook referred to, demonstrated academic achievement with a grade point average (GPA) is calculated based on conversion rates listed in the table below. Table 3 Distribution of Value and Quality Score Value Score Point Value Quality Values 80 A 4:00 72 - <80 B+ 3:50 65 - <72 B 3:00 60 - <65 C+ 2:50 56 - <60 C 2:00 50 - <56 D+ 1:50 46 - <50

D 1:00 <46 E 12:00 Source: Anonymous, 2010: 15 (Adapted) From Table 3 above GPA of a student is calculated using the following formula: (Anonymous, 2010: 15) Where: GPA: Grade Point Average of a student NilaiMutu: The conversion of the value of the letters are listed in Table 3 Credit: semester credit for the course i n: Many courses are attended by a student Academic achievement in research is not only seen from the grade point average (GPA), but will be seen from the period of study of students in the Master Program in Management, University of Mataram. One indicator to measure the success or the success of students and institutions (learning process) is a combination of academic achievement of students' GPA and the period of study for graduate students considering predicate (Anonymous, 2009). C. Demographic factors (Demographic Factors) The term demographic factors in the English language akin to the word demographics or demographics factors. In Wikipedia (2010d) explained that demographic factors may consist of sex (gender), race (ethnicity), age, income (income), disability (disabilities), mobility (mobilities) or frequency of travel, level of education, home ownership status , job and location. Demographic data are usually associated with a population in a state of economic research, marketing, and opinions. In dictionaries published online business that defines the demographic factor is the "Statistical socio-economic characteristics or variables of a population, Such as age, sex, education level, income level, marital status, occupation, religion, birth rate, death rate, average size of a family, the average age at marriage. (Statistical characteristics or socioeconomic variables from a population such as age, sex, educational level, income level, marital status, occupation, religion, birth rate, death rate, the average family size, average age at the time of marriage) "(Anonymous, 2010). In this research plan, sex or gender or gendersegregated of demographic factors on the basis that the initial investigation and empirical observations that have been carried out at a glance shows that the attributes of sex or gender of the students have a predisposition to students' academic achievement. D. Factors Affecting Academic Achievement Several previous studies have been conducted relating to determinanasi factors related or affect students' academic achievement and student. Research that leads to the factors that affect student academic achievement and students have been conducted by Hunter (1965), Boujaoude and Giuliano (1994), Adam and Singh (1998), Seyfried, (1998), Trine and Schellenger (1999), Kirk and Spector (2003), Allen and Carter (2007), and Erdogan, et.al. (2008). Research conducted by Hunter (1965) found that the ability kognitas negatively related to academic achievement, while keperibadian or personality and social economic circumstances affect academic achievement. However, Hunter further emphasized that these results can not be generalized because the sample used is limited to certain fields of study, research methods used can be widely applied in similar studies. Boujaoude and Giuliano (1994) in his research found that learning styles, prior knowledge, logical thinking skills, orientation and understanding of gender effect on students' academic achievement. Their work is also mentioned that the dominant factor affecting student academic achievement is prior

knowledge, logical thinking ability and understanding orientation (Boujaoude and Giuliano, 1994). Adam and Singh (1998) in his research mengidentifasikan that some direct and indirect factors that influence students' academic achievement. Further in his research, a direct factor in the form of the condition of families and students, the expectations and parental involvement, and inspire and motivate students, while the indirect factors which includes gender and socio-economic conditions of students in the form of student perceptions of teaching and learning process (Adam and Singh, 1998). The results of this study menadapatkan that students' perceptions of teachers and pebelajaran processes that significantly affect student achievement. Research conducted by Seyfried (1998) who take the path analysis (path analysis) to examine the environmental impact of students, faculty perception of the social skills of students and student characteristics. The results of this study indicate that there are three direct influences that affect students' academic achievement, namely the value of courses (negative), teacher perceptions of social skills, and academic ability. Also found to faculty perceptions of social ability stronger than academic ability. In addition, also unidentified, two indirect effects affect academic achievement, namely gender berhungan negative (inverted) with academic ability, and teacher perceptions of academic ability is positively related to the subject. The implication of this study suggest that the need to promote guidance and counseling which is expected to enhance social and academic competence. Trine and Schellenger (1999) in a study to identify the determinant factors to the academic achievement of students participating in advanced financial accounting course. Using correlation analysis and stepwise regression showed that the CPI, the value of advanced financial accounting, introduction of financial accounting, mathematics accounting, self-motivation factor, the factor of information, and share your life (living in a boarding house) significantly influence the academic achievement of students of senior participants advanced financial accounting courses. Research conducted by Kirk and Spector (2003), which intends to identify the factors that affect the value of accounting courses provide students with the cost of treatment of an assessment of several methods for teaching cost accounting courses. The results of this study indicate that the GPA, and course value the principles of financial management and performance significantly influence the achievement of cost accounting course. While the factors of gender, age, distance in time to take prerequisite courses with cost accounting and math skills did not significantly affect the value penacapaian cost accounting. Significantly showed that for students taking accounting courses will be more secure intermedit successful in achieving cost accounting value. From this research, hinted that the decision in a sequence of courses that match penjenjangan courses (prerequisite) is recommended. Allen and Carter (2007) in his research intends to track the potential factors that affect students' academic achievement. To that end, they analyzed data from the student sample using multiple linear regression. Penenlitiannya results indicate that the observed factors (type kelakin, age, race or ethnicity, and the two main courses, majoring in business), academic achievement is significantly influenced by the value of two main courses, majoring in business. More research is now done by Erdogan, et.al. (2008), which aims to identify the factors that influence the academic success of students in Web-based learning. In this study, data collected through questionair demographic information (demographics Information questionnaires) were analyzed using statistical analysis tools ANOVA One Way (One-Way ANOVA). The results suggest that Web-based learning has a positive impact on improving students' academic achievement. Utilization of Web-based learning primarily affect the increase in student motivation to learn. The following sections of this literature review will discuss the results of research that explores the relationship of gender (sex) with academic achievement or student and student. Research aimed at exploring the relationship or the influence of gender on academic success have been conducted by several researchers, but research is still dominated by studies conducted abroad. Nevertheless, the study results can still be used as reference in this research plan. E. Gender and Academic Achievement

Several studies conducted before the relationship or the influence of gender on academic achievement and student or students. Broadly speaking, based on the conclusions from the results of research conducted, previous research can be grouped into 3 (three) main groups, namely gender differences (gender differences) are not significantly related to or influence on academic achievement and student or students, significant gender differences related or effect on academic success and student or students, and compare academic achievement between gender (sex). The third course of this research group did not specifically focus on gender differences, but also still see and examine other factors. Research shows that there is no relationship or significant effect of gender differences on academic achievement and student or students conducted by: Kianian (1990) that in his research conducted in the experimentation of the 479 students in math class; Campbell and Henry (1999) who examined samples student at Georgia State University in the United States; Sprigler and Alsup (2003) which examined the influence of gender differences on students' academic achievement in terms of rationalization of mathematical ability, and Anonymous (2005) with research conducted in Turkey by using MANOVA Analysis to analyze student data. In the studies grouped under the second, that the relationship or influence significant gender differences on academic achievement, Weinburgh and George Englehard (1994) in a study conducted 294 student Catholic school in the southern part of the state of Georgia, United States, using ANOVA analysis. Also by Balsmeier and Peters (2009) whose research was conducted in Germany in 2009 to see the impact of gender differences on the academic success of high school students, by utilizing the Cox proportional hazard model to analyze student data, and found that there was a significant terditek relationship or influence of gender differences on student academic achievement. Study comparing the academic achievement between students or student-sex and male and female of which performed by Kelly and Jordan (1990) found that students' academic achievements of men is significantly superior compared to female students on the subject-oriented concepts of independence and competence jobs. Also, Busch (1995) which examined the relationship between gender differences on academic achievement of students for several courses. The study takes advantage of Factor Analysis to analyze data 154 students, and the results showed that male students are more dominant achievers for subjects to be thinking logically, whereas significantly more female students excel in academic success in subjects that are the humanities and language. Research conducted by Trusty, et.al (200) found that the tendency of female students was significantly superior in language learning than male students, but male students excel in math. A similar study conducted by Katz, et.al (2006) found that male students are significantly superior achievers for subjects related to computers compared with female students. F. Demographic Factors and Academic Achievement There are several studies that have been done to look at the relationship or the influence of demographic factors with academic achievement or student and student. Research conducted Updegraff, et.al (1996) detect the existence of student academic achievement relationship with the social status of parents and the closeness of the relationship between students and parents. Dimitrov (1999) conducted a study to determine the role of interest related to gender differences in academic success. In this study indicate that there is no relationship between gender-based academic achievement of a particular tribe. In his research, Machin and McNally (2005) identifies that the potential influence of demographic factors, socioeconomic, students on academic achievement. Barakzai and Fraser (2005) in his research to determine demographic factors related to students' academic achievement, demonstrate that there is no relationship between demographic factors on student academic achievement. Mickelson and Greene (2006) in his research that found a massive socio-economic background of families associated with student achievement in school. From some research results are reviewed it can be concluded that there are three main groups (mainstream), the research team that discovered the existence of gender differences in relation to academic achievement and student or student, the second group found that there is no relationship

between gender differences in academic achievement, and who Third, the research comparing students' academic achievement and students or between male sex with women. Research exploring the relationship with demographic factors or the student's academic achievement and students still vary between who said the relationship between two variables. In short we can say that previous studies still focus on the subject of study in high school education level (high school), college and university level degree (S1) or undergraduate. In addition, academic achievement was measured by partial values such as achievement in subject areas or specific subjects. The plan of this research will explore the relationship of gender differences and demographic factors on student academic achievement in undergraduate education level two (S2) or postgraduate level. In this research plans, academic achievements which will be analyzed is the grade point average and a long study of college students. Finally, this research plan will also compare the academic achievement among male students with female students. The relationship between variables to be studied in this research plan can be listened to in the conceptual framework of research in the following sections. 2.Kerangka Conceptual Research From the description in the background and literature review above, it can be formulated conceptual framework of this study which show the path diagram in Figure 1. In this figure can be interpreted as the influence (effect) or exogenous independent variables (sex, age, marriage, employment and pddk_sblm) of endogenous variables (GPA and l_studi) which is indicated by a straight line with a single arrowhead pointing to the endogenous variables. Inter-bound or endogenous variables, namely the relationship GPA and l_studi described by two straight lines with their respective single arrows pointed in opposite directions, and this relationship is called with two-way link or reciprocal relationship. Endogenous variables are not only influenced by the observed variables (exogenous variables / observed variables), but also influenced by other variables that are not observed, namely the latent variables or unobserved variables by notation e1 and e2. Each one with the other exogenous variables are connected with curved lines pointed arrows at both ends, and this relationship reflects the correlations or covariances. The relationship of this kind are also applicable to the relationship between latent variables (e1 and e2). Since both endogenous variable covariances closed with the line, the path diagram is called non-recursive relationship or the relationship did not lap over and over again. In Figure 2 shows the relationship between student GPA variables male and female students who intended to know the difference magnitude is variable. Figure 1 Path Diagram Showing Relationships The Exogenous Variables, and Latent Endogen

Figure 2 Relationship to Student GPA Showing Comparison Between Men and Women 3.Hipotesis From the description in the background, problem formulation and review of literature on implicit and explicit conceptual framework of research, to formulate some hypotheses to be tested in this study are as follows: * Allegedly that gender (sex) and demographic factors (age, marital status, occupation and previous fields) affect the performance index and long a student study Masters of Management Program, University of Mataram. * Allegedly that gender and age is the dominant factor affecting the performance index and long a student study Masters of Management Program, University of Mataram.

* Allegedly that GPA does not affect each other with the old students of the Master Program in Management studies, University of Mataram. * Alleged that female students grade higher than grade male student Masters of Management Program, University of Mataram. VII.Metode Research To test the hypothesis formulated in this research proposal, research will be conducted with the following material. 1.Jenis Research This research is associative which will analyze the relationship or the influence of independent variables / exogenous (independent / exogenous variables) on the dependent variable / endogenous (dependent / endogenous variables). 2.Metode Data Collection Data collection methods to be applied in this research is a combination of two methods, the case method for determining the object of research, and census methods for the determination of subject / respondent research. Some considerations in the selection of the Master Program in Management, University of Mataram, as the object / location of research, namely: a. The tendency in recent years, female students dominate ranked the best in academic achievement and speed of completion of studies; b. Availability of necessary data in this study; and c.Adanya conducive cooperation from the manager to be the object of research. Respondents or the subject of this study are all students of Masters of Management Program, University of Mataram which has the value of academic achievement or grade point average (GPA), and old studies that enrolled from 1999 until 2009. For that, students who have paired data (CPI and the period of study) is a graduate student who graduated last in the period of February 2010.