Self-Regulated Learning and Access to Technology on Academic Achievement: The Moderating Role of Religiosity in Undergraduate Students at Makassar Open University

Abstract

This study aims to analyze the influence of self-directed learning, access to technology, and religious adherence on student learning outcomes, as well as to examine the moderating role of religiosity in the relationship between independent and dependent variables. The method used is a quantitative non-experimental with an ex-post facto approach. This study was conducted at the Makassar Regional Open University in the undergraduate program from April to September 2024. The sample consisted of 400 students randomly selected from a population of 5000 active students using the Harry King nomogram with a 5% error rate. Data were collected through a five-point Likert scale questionnaire and analyzed using the Partial Least Square (PLS) method. The results showed that access to technology had a positive and significant effect on learning outcomes (β = 0.121; p = 0.008), while self-directed learning had no direct effect (β = 0.015; p = 0.732). Religiousness showed a strong and significant effect on learning outcomes (β = 0.516; p = 0.000). A moderation test showed that religiosity did not moderate the relationship between technology access and learning outcomes (β = 0.080; p = 0.123), but significantly moderated the relationship between self-regulated learning and learning outcomes (β = 0.114; p = 0.044). This finding suggests that religious values ​​can strengthen the effectiveness of self-regulated learning in improving the academic achievement of college students. Keywords: religiosity, technology access, religion, learning outcomes, moderation, college students..