پیشرفت تحصیلی

The purpose of this research is to analyze the economic self-management strategies used by students of the Faculty of Business Sciences of the Technical University of Machala during their academic training; Interest in this study arose from the need to understand how students face economic difficulties that arise in their training. A mixed approach was applied and a survey was used on a representative sample of 367 students, identifying the main source of income for a part of the student population, evidencing alternatives to sustain their expenses and reduce their economic dependence. The most used strategies were observed when they go through difficult situations and if the income is sufficient to cover their expenses, reflecting the existence of limitations and conditioning the way of organizing their resources and decision making. Likewise, it was identified that students usually perceive an impact. in their academic performance. The results allowed us to understand the economic dynamics experienced by university students and provide information for the design of institutional strategies that contribute to strengthening permanence, well-being and academic success.

ABSTRACT This study examined differences in sixth-grade students’ conceptual understanding and critical thinking between Problem-Based Learning (PBL) supported by an Augmented Reality (AR)-Based Book and conventional instruction in Solar System learning. A quantitative quasi-experimental study employing a nonequivalent pretest–posttest control group design involved 35 students from two elementary schools in Blora, Indonesia, comprising 17 experimental and 18 control participants. The intervention was implemented across three instructional sessions. Data were collected using validated essay-based assessments and analyzed through analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA), controlling for pretest performance. The experimental group achieved higher posttest means in conceptual understanding (86.71 vs. 72.67) and critical thinking (85.82 vs. 70.17). ANCOVA revealed significant adjusted between-group differences in conceptual understanding (mean difference = 13.87, 95% CI [11.45, 16.29], p < .001) and critical thinking (mean difference = 15.38, 95% CI [12.19, 18.57], p < .001). MANCOVA confirmed a significant multivariate difference (Pillai’s Trace = .862, F(2, 30) = 95.34, p < .001). These findings suggest that integrating AR-supported visualization within structured problem-based inquiry may support conceptual learning and evidence-based reasoning. Nevertheless, the small sample, nonrandom allocation, and school- and teacher-level confounding preclude definitive causal conclusions. Larger multisite and factorial studies are recommended.

Developing students’ economic competence and creativity is essential to preparing them for economic challenges and changing societal demands. However, school entrepreneurship programs do not necessarily develop economic understanding and creativity equally, making evaluation of their implementation and learning outcomes necessary. This study aims to analyze the implementation, supporting and inhibiting factors, and effectiveness of an entrepreneurship-based school program in developing students’ economic competence and creativity at SMP Negeri 2 Tuhemberua. A qualitative descriptive approach was employed. Data were collected through interviews, documentation, and observations involving the school principal, supervising teacher, and five participating students. Data were analyzed through data reduction, data presentation, and conclusion drawing, with credibility examined through source and method triangulation. The findings indicate that the Cultivation and MSME Business Project supports students’ understanding of production, capital, costs, sales, and profit while encouraging product innovation, problem-solving, responsibility, and cooperation. Nevertheless, program effectiveness remains limited by insufficient time, inadequate facilities, difficulties in financial recordkeeping, and restricted marketing reach. Therefore, the program is effective as a practical learning experience but requires stronger structured reflection, financial literacy activities, and continuous evaluation to improve students’ economic competence and creativity. ABSTRAK Pengembangan kompetensi ekonomi dan kreativitas siswa penting untuk mempersiapkan mereka menghadapi tantangan ekonomi dan perubahan zaman. Namun, pelaksanaan program kewirausahaan di sekolah belum tentu menghasilkan penguasaan konsep ekonomi dan kreativitas secara seimbang sehingga perlu dievaluasi berdasarkan proses dan capaian pembelajarannya. Penelitian ini bertujuan menganalisis pelaksanaan, faktor pendukung dan penghambat, serta efektivitas program sekolah berbasis kewirausahaan dalam mengembangkan kompetensi ekonomi dan kreativitas siswa SMP Negeri 2 Tuhemberua. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui wawancara, dokumentasi, dan pengamatan terhadap kepala sekolah, guru pembimbing, serta lima siswa peserta program. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan keabsahan diperiksa melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa program Proyek Budidaya dan Usaha UMKM mendukung pemahaman siswa tentang produksi, modal, biaya, penjualan, dan keuntungan, sekaligus mendorong inovasi produk, pemecahan masalah, tanggung jawab, dan kerja sama. Efektivitas program belum optimal karena keterbatasan waktu, sarana, pencatatan keuangan, dan jangkauan pemasaran. Dengan demikian, program efektif sebagai pengalaman belajar praktis, tetapi memerlukan penguatan refleksi, literasi keuangan, dan evaluasi berkelanjutan.

Achieving Sustainable Development Goal 4 (SDG 4) requires elementary science instruction that develops not only conceptual understanding but also students’ learning independence. However, previous studies have predominantly examined Outdoor Study and Problem-Based Learning as separate instructional approaches, leaving limited empirical evidence on their integrated application in elementary science education. This study aimed to examine the effectiveness of integrating Outdoor Study with Problem-Based Learning in supporting conceptual understanding and learning independence. A quasi-experimental pretest–posttest control group design was conducted at SD Negeri 3 Nglengkir (n = 19) and SD Negeri 2 Nglengkir (n = 17), Blora Regency, Indonesia. Data were collected using a conceptual understanding test and a learning independence questionnaire, analyzed using paired-samples t-tests, independent-samples t-tests, and MANOVA. The experimental group demonstrated significantly higher conceptual understanding and learning independence scores than the control group (p < .001). MANOVA also revealed a significant simultaneous difference between groups, Wilks' Λ = .241, F(2; 33) = 52.061, p < .001, partial η² = .759. These findings indicate that the integration of Outdoor Study and Problem-Based Learning offers a promising approach for strengthening science learning outcomes and learner autonomy. The study contributes empirical evidence for competency-oriented elementary science instruction aligned with SDG 4.

Chronobiology studies indicate that individuals are regulated by three timers: social, solar, and biological. Environmental and behavioral changes can modify the sleep–wake cycle. Many university students adopt nighttime study habits, interfering with the circadian rhythm. Sleep restriction or poor sleep quality compromises memory and significantly reduces academic performance. This study aimed to verify whether there is an association between sleep quality and academic performance among nursing and medical students at a public university in Alagoas, Brazil. This is an observational, cross-sectional, and quantitative study conducted with 137 Nursing and Medical students, selected through stratified probabilistic sampling. Data collection included a sociodemographic questionnaire to characterize the sample, the Pittsburgh Sleep Quality Index (PSQI), the Munich Chronotype Questionnaire (MCTQ), and academic self-assessment. Data were analyzed for normality, and associations were tested using Pearson and Spearman correlations (SciPy – Python). Among the 137 students, 65.7% were women, 70.1% were between 19 and 24 years old, 67.9% rated their academic performance between 7.0 and 8.9, and 66.4% presented poor sleep quality. Negative correlations between the PSQI and self-assessment variables (r = -0.368; p < 0.001 for Pearson; r = -0.360; p < 0.001 for Spearman) reinforce the importance of sleep quality in the academic context. The findings highlight the urgency of interventions that promote sleep hygiene education and strategies to improve rest quality, reducing the likelihood of problems that may negatively impact students’ academic performance.

Introduction: Ecuadorian higher education has experienced different dynamics in scientific production, presenting a significant challenge regarding the integration and participation of university students. The problem lies in a lack of knowledge analyzing the correlation between academic anxiety and scientific production in a university context in the city of Ambato, Ecuador. Objective: To determine the correlational association between academic anxiety and scientific production among university students in the city of Ambato in 2025. Methodology: The research employed a correlational approach, a quantitative methodology, and a non-experimental design. Data was collected using a structured survey administered to 248 university students, selected through convenience sampling. Results and Discussion: The main results show that 31.45% of students experience physical fatigue when conducting research activities, 57.26% perceive that they are not meeting the demands of a research project, 47.58% avoid engaging in scientific research, and a Pearson correlation coefficient of -0.027 was obtained, demonstrating a negative association between the variables studied. Conclusion: The university students experience physiological, cognitive, and behavioral difficulties when producing a scientific product, where a lack of experience and student support makes scientific research a difficult and uninteresting field for university students to explore.

This study aims to examine the impact of parental involvement and socioeconomic status (SES) on academic achievement at public senior high schools in Tangerang Municipality. The study used a cross-sectional survey design. The study population consisted of students from public senior high schools in Tangerang Municipality. We applied Weighted Regression analysis utilizing a sample size of 893 participants. We used a validated questionnaire that was distributed via WhatsApp groups. The findings showed that parents with high SES tended to be more involved in their children's learning; however, high parental SES did not guarantee high academic achievement for their children. The mean difference tests revealed that academic achievement did not differ significantly by parental involvement, whereas it did differ significantly by parental SES. Researchers also found that parents’ involvement in education significantly boosted students' academic achievement. In contrast, parents' SES did not have a significant impact. Intensive discussions, good communication, full attention, giving gifts, and providing learning facilities are effective parental involvement actions that encourage increases in children's academic achievement. Parental involvement matters more than parental SES in improving students’ academic achievement. Therefore, maintaining strong relationships between schools and parents is essential to support students’ educational outcomes. Local governments need to strengthen regulations governing parents' roles at home and at school. Keywords: academic achievement, parental involvement, SES.

This study aims to apply the Project Based Learning model to improve the learning outcomes of Saman Dance among class XI students of SMA Mamiyai Al-Ittihadiyah Medan, based on KD 3.1 “concepts, techniques, and procedures” in the 2013 curriculum. The sample was determined using the Purposive Sampling method through a quantitative descriptive approach, using a 20-question pretest-posttest given to 28 class XI IPA students, with observation, documentation, and literature study as data collection techniques. The study was conducted in 6 meetings to produce a presentation project analyzing Saman Dance. The pretest, given before the Project Based Learning model was used, had an average score of 41, while the posttest after its application had an average score of 86. The t-test shows that t-count = 27.192 > t-table = 1.703 (df = 27, α = 0.05), so Ho is rejected and Ha is accepted. Therefore, applying the Project Based Learning model improves Saman Dance learning outcomes among class XI students of SMA Mamiyai Al-Ittihadiyah Medan.

Background: Examinations can trigger stress related to performance expectations, uncertainty, and the consequences of receiving a particular grade. Stress may be especially salient for students seeking the highest grade and for students who need a minimum passing grade to complete a course. Objective: To outline a comparative investigation of pre-examination stress among students at Gori State University and European University, with particular attention to students aiming for an A (91–100 points) and students for whom an E-range result (51–60 points) may be sufficient to complete the subject. Methods: The proposed cross-sectional study includes 50 students, 25 from each university. A brief questionnaire should record perceived stress before the examination, grade-related expectations, perceived consequences of the result, and basic demographic/academic variables. Results: The numerical example in this draft is illustrative only and does not represent verified participant data. It demonstrates a reporting structure in which stress scores are compared by university and by grade-related concern. Conclusion: Grade-related expectations and fear of failing may represent different pathways to examination stress. Actual conclusions require analysis of the completed dataset.

Student retention, graduation, and employment are major outcomes in higher education. They reflect the effectiveness of the institution in shaping the future workforce. Thus, this study examined undergraduate retention, graduation, and employment in 2020-2024. The Divisions of Academic Affairs, Registration, and Planning provided secondary data on 9 issues: admission plans, enrolment reporting, course registration, leave of absence, academic results, loss of student status, retention, graduation, and employment status. The study found that most students who lost status were from large northeastern institutions and were reported for portfolio round enrolment. They had low entrance academic performance. Most students in this cohort had GPAXs between 0.00 and 0.99 in 2024, with the lowest being 1.19. The Faculty of Environment and Resource Studies lost the most students. Mahasarakham Business School had the most, mostly first-year students. Many retained students came from big northeastern schools and reported for enrolment in the Portfolio round, followed by the Quota round. The mean entrance GPAX was 3.27, and the mean current GPAX was 2.34. The Faculty of Nursing had the greatest retention rates in the second and third years. Pharmacy and veterinary sciences had the highest retention rates in the fifth year and above. Most students who graduated within the curriculum's timeframe came from major northeastern schools and reported for portfolio round enrolment. Most students graduated on schedule, usually in the second semester. Large-school graduates worked largely in the northeast. The Faculty of Environment and Resource Studies had the greatest employment rate, whereas Mahasarakham Business School had the most employed graduates. Overall, 94.92% of graduates found work within a year. At 100.00%, the Faculty of Medicine achieved the greatest employment rate in its field.

Academic achievement in higher education is associated not only with individual and instructional factors but also with students' social environment. However, evidence on peer environments among Social Studies Education students in Indonesia remains limited, particularly regarding how peer interactions are experienced in academic contexts. This study examines the relationship between peer environment and academic achievement among pre-service Social Studies teachers at the Social Studies Education Study Program, Faculty of Education and Teacher Training, State Islamic University of Maulana Malik Ibrahim Malang. A sequential explanatory mixed-methods design was used. The quantitative phase involved 220 students from a population of 488 students in the 2023, 2024, and 2025 cohorts and was analyzed using PLS-SEM. The qualitative phase involved semi-structured interviews with 15 students selected purposively from the quantitative phase. The quantitative results indicated a positive and statistically significant association between peer environment and academic achievement (β = 0.145; t = 2.123; p = 0.034), although the effect size was small (f² = 0.014) and the model explained 1.5% of the variance in academic achievement (R² = 0.015). The qualitative findings identified four themes: academic behavior modeling, socio-academic support, group learning norms, and positive competitive drive. Together, the findings suggest that peer environment is a contextual factor associated with academic achievement through students' academic behaviors and interactions, rather than a dominant determinant of GPA. The study extends the application of Peer Influence Theory to pre-service Social Studies teacher education by highlighting the academic orientation and quality of peer interactions.

Parental education is one of the most visible predictors of children's socio-emotional and academic trajectories, though its influence on their school adjustment and mathematical reasoning is rarely examined together. This review is intended to synthesize theoretical and empirical literature about how parental education level influences adaptation of children at school and their mathematical thinking. There are several pathways through which parental education influences their children's academic behaviour, home environment stimulation for mathematical tasks, and educational expectations. Literature evidence shows that higher parental education is associated with richer home numeracy and literacy environments. More homework involvement, and smooth behavioural and emotional adjustment to school are also positively correlated to higher parental education, whereas lower parental education is associated with socioeconomic disadvantage and lack of access to resources for their children both at home and school. The review is particularly focussed in Indian context covering the National Education Policy 2020 and its emphasis on foundational literacy and numeracy, implications of parental involvement , teacher practices, and policy interventions.

This community service initiative aims to provide a platform for students to actualize their religious potential and to strengthen their religious literacy and character through an Islamic Religious Education (PAI) Performance. The activity employed a Participatory Action Research (PAR) approach, encompassing planning, action, and reflection (evaluation). It was held from September 10–16, 2026, at the Ki Hajar Dewantara Building in Aikmel District, East Lombok, involving 32 elementary schools and 143 students comprising 65 speech contestants, 44 Quran recitation participants, and 34 PAI Olympiad competitors. The results indicate that the three competition categories provided avenues for demonstrating religious capabilities through communication, Quranic recitation skills, and mastery of PAI knowledge. The event also fostered traits such as discipline, responsibility, self-confidence, perseverance, adherence to rules, and sportsmanship through the experience of competition. Future initiatives should focus on sustained guidance and systematic evaluation to measure the development of students' religious literacy and character in a more targeted and continuous manner.

This study was motivated by the low learning outcomes of fourth-grade students in Pancasila Education at UPTD SD Negeri 075062 Doli-Doli. In the pre-cycle assessment, only 4 of 19 students (21.05%) met the Learning Objective Achievement Criteria (KKTP). This study aimed to describe the implementation of the Problem-Based Learning (PBL) model and improve students’ learning outcomes through its application. The study employed classroom action research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 19 fourth-grade students. Data were collected through observation, learning outcome tests, and documentation, then analyzed descriptively. The results showed that the average teacher activity score increased from 56.73% in Cycle I to 79.81% in Cycle II, while student activity increased from 59.71% to 80.59%. The average learning outcome score rose from 48.16 in the pre-cycle to 65.26 in Cycle I and 87.37 in Cycle II. Classical learning mastery also increased from 21.05% to 52.63% and 89.47%, respectively. Therefore, implementing PBL can improve the learning process and learning outcomes in Pancasila Education among fourth-grade students. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar Pendidikan Pancasila siswa kelas IV UPTD SD Negeri 075062 Doli-Doli. Pada tahap pra-siklus, hanya 4 dari 19 siswa (21,05%) yang mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Penelitian ini bertujuan mendeskripsikan penerapan model Problem Based Learning (PBL) dan meningkatkan hasil belajar siswa melalui penerapan model tersebut. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) berdasarkan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 19 siswa kelas IV. Data dikumpulkan melalui observasi, tes hasil belajar, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rata-rata aktivitas guru meningkat dari 56,73% pada Siklus I menjadi 79,81% pada Siklus II, sedangkan aktivitas siswa meningkat dari 59,71% menjadi 80,59%. Nilai rata-rata hasil belajar meningkat dari 48,16 pada pra-siklus menjadi 65,26 pada Siklus I dan 87,37 pada Siklus II. Ketuntasan klasikal juga meningkat dari 21,05% menjadi 52,63% dan 89,47%. Dengan demikian, penerapan PBL dapat meningkatkan proses pembelajaran dan hasil belajar Pendidikan Pancasila siswa kelas IV.

This study examined the relationships among teachers’ core behavioral competencies, professional performance, and students’ learning achievement in Music, Arts, Physical Education, and Health (MAPEH) in the Department of Education Districts of Ilog I and II, Negros Occidental, Philippines. Using a descriptive-correlational research design, the study involved 38 MAPEH teachers and 190 students from ten public secondary schools, selected through total enumeration and proportional sampling, respectively. Data were gathered using a standardized questionnaire based on DepEd Order No. 2, s. 2015, teachers’ Individual Performance Commitment and Review Form (IPCRF) ratings, students’ academic records, and supplementary key informant interviews. Descriptive statistics and Pearson correlation analysis were employed. Findings revealed very high competencies in self-management (M = 3.826) and professionalism and ethics (M = 3.736), while result focus, teamwork, service orientation, and innovation were rated high. Teachers demonstrated very satisfactory professional performance (M = 3.557), whereas students achieved satisfactory academic performance in MAPEH (M = 84.142). Significant positive relationships were reported between result focus and teachers’ performance (r = .869, p = .028), innovation and students’ learning achievement (r = .797, p = .043), and teachers’ performance and students’ learning achievement (r = .797, p = .043). The findings highlighted the relevance of result-oriented practices, instructional innovation, and professional competence in supporting educational outcomes. Continuous professional development and a one-year competency enhancement plan were recommended to strengthen teaching effectiveness and student achievement. The study aligns with Sustainable Development Goal 4 (Quality Education) by emphasizing teacher development and improved learning outcomes. Its contribution to educational and institutional sustainability lies in supporting continuous professional improvement, instructional innovation, and sustained educational quality in public secondary schools.

Pesantren-based madrasahs may organize religious and general learning through two configurations, separated and integrated, yet students' experiences under the two configurations are rarely compared sequentially within one institution. Prior studies mostly address the epistemological and curricular dimensions of knowledge integration, while students' experiences under both configurations have not been compared directly. This study compares academic achievement, religious understanding, and student well-being between the cohort of students who studied under the separated system and the cohort who later studied under the integrated system at MA Khozinatul Ulum Blora, as reported by teachers and students. It uses an embedded case study with two units of analysis. Thirteen informants took part: five students from each cohort, one madrasah diniyah teacher, one general subject teacher, and one deputy head for curriculum. Data came from semi-structured interviews for both cohorts, along with observation and document analysis for the currently running integrated system, analyzed thematically with triangulation. Three differences emerged. Separated-system students described more structured learning, whereas integrated-system students described difficulty keeping focus as the scope of material widened. Broader religious understanding across subjects was described by integrated-system students, while separated-system students tied it to religion class hours. Fatigue was reported more often in the integrated group. The study contributes a comparison of two periods of learning systems within one institution.

The collection of papers in this special issue examines the dynamics of math and science education from one large urban school district in United States. Papers range from early to late elementary classrooms with diverse student populations in K-7 schools. This editor’s essay provides a brief overview of each of the 7 articles and the authors’ contribution to the expanding STEM research on math and science education and academic performance within the context of project-based learning. Included is a mix of action research studies conducted at 7 different elementary schools by teacher-researcher-practitioners. The papers present diverse vantage points on the circumstances that influence student motivation, student learning, and student engagement within the context of project-based learning.

Conceptual understanding of fractions among third-grade elementary school students remains a challenge because the topic is abstract and teacher-centered instruction provides limited opportunities for students to study materials independently and actively. The initial condition in Grade III of SD Negeri 077279 Si’őfabanua showed that only 4 of 21 students (19%) achieved the school mastery criterion of 70, with a class average of 60. This study aimed to describe the implementation of an animated video-based flipped classroom and determine its improvement in students’ conceptual understanding of fractions. The study employed Classroom Action Research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 21 third-grade students, consisting of 10 boys and 11 girls. Data were collected through conceptual understanding tests, teacher and student activity observations, student response questionnaires, and documentation. The data were analyzed descriptively using mean scores and learning mastery percentages. The results showed that the average score increased from 60 in the pre-cycle to 68 in Cycle I and 76 in Cycle II. Learning mastery increased from 19% in the pre-cycle to 57% in Cycle I and 86% in Cycle II. Teacher activity increased from 61% to 88%, while student activity increased from 69% to 82%. Student responses in Cycle II reached 86%, categorized as very positive. Therefore, the implementation of an animated video-based flipped classroom improved students’ conceptual understanding of fractions and encouraged more active participation in learning. ABSTRAK Pemahaman konsep pecahan pada siswa kelas III sekolah dasar masih menjadi permasalahan karena materi bersifat abstrak dan pembelajaran yang berpusat pada guru belum memberikan kesempatan yang cukup kepada siswa untuk mempelajari materi secara mandiri dan aktif. Kondisi awal di kelas III SD Negeri 077279 Si’őfabanua menunjukkan bahwa hanya 4 dari 21 siswa (19%) yang mencapai KKM 70 dengan nilai rata-rata kelas 60. Penelitian ini bertujuan untuk mendeskripsikan penerapan flipped classroom berbasis video animasi dan mengetahui peningkatan pemahaman konsep materi pecahan siswa. Penelitian menggunakan Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 21 siswa yang terdiri atas 10 laki-laki dan 11 perempuan. Data dikumpulkan melalui tes pemahaman konsep, observasi aktivitas guru dan siswa, angket respons siswa, serta dokumentasi. Data dianalisis secara deskriptif melalui rata-rata dan persentase ketuntasan belajar. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat dari 60 pada pra-siklus menjadi 68 pada Siklus I dan 76 pada Siklus II. Ketuntasan belajar meningkat dari 19% pada pra-siklus menjadi 57% pada Siklus I dan 86% pada Siklus II. Aktivitas guru meningkat dari 61% menjadi 88%, sedangkan aktivitas siswa meningkat dari 69% menjadi 82%. Respons siswa pada Siklus II mencapai 86% dengan kategori sangat positif. Dengan demikian, penerapan flipped classroom berbasis video animasi dapat meningkatkan pemahaman konsep materi pecahan sekaligus mendorong keterlibatan siswa dalam pembelajaran.

This study examined the associations of self-regulation, self-esteem, and digital literacy with students' perceived learning achievement at Ariya Metta Vocational High School, Tangerang. The quantitative ex post facto study included 154 students drawn from a population of 250 through proportional stratified random sampling. Online questionnaire responses were analysed using multiple linear regression in SPSS version 27. Self-regulation (B = 1.349; β = 0.494; t = 6.739; p < .001) and self-esteem (B = 0.624; β = 0.345; t = 4.113; p < .001) were positively associated with perceived achievement after adjustment for the other predictors. Digital literacy showed no significant unique association (B = 0.040; β = 0.019; t = 0.248; p = .804). The model accounted for 63.0% of the observed variation (R² = .630; adjusted R² = .622). Although digital literacy was significant in a simple regression, the association did not persist in the full model, indicating overlapping explanatory information among predictors. The findings support attention to learning management and students' evaluations of themselves while encouraging academically purposeful uses of digital resources. Because achievement was self-reported and the design was observational, the results do not establish causality.

This study was motivated by low learning outcomes in Buddhist Religious Education and Character Building at SMKS Bakti Pangkalpinang: 82.35% of students had not achieved mastery in Semester 1 and 58.82% in Semester 2, presumably related to differing learning styles and low viriya (perseverance). This study analyzed the influence of learning styles and viriya on learning outcomes, partially and simultaneously, using a quantitative ex post facto approach on 58 of 68 students (Slovin formula, purposive sampling). Data were collected via a Likert questionnaire and outcome documentation, analyzed using multiple linear regression (IBM SPSS 25); instruments were valid-reliable and the model met the classical assumption tests. Results: Y = 15.479 + 0.747X1 + 0.297X2. Learning styles (t = 7.510; sig. = 0.000) and viriya (t = 2.993; sig. = 0.004) each had significant positive partial effects, and jointly significant effects (F = 74.112; sig. = 0.000) with an Adjusted R Square of 0.720 (72.0%). Learning styles were the most dominant, contributing 55.14%, underscoring the importance of appropriate learning styles and strengthened viriya.