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.
