Abstract
his study aims to examine the effect of self-regulated learning on the effectiveness of digital learning in fifth-grade students of Madrasah Ibtidaiyah Pembangunan Jakarta, Indonesia. This study employs a quantitative approach using a survey design and a total sampling technique, which involves 67 fifth-grade students as respondents. Data were collected through a validated Likert scale questionnaire designed to measure self-learning variables and the use of digital learning. Simple linear regression testing was implemented to verify the research hypothesis and identify interconnections among variables. Study findings indicate the presence of a meaningful positive impact between self-directed learning and the effectiveness of digital learning, with a coefficient of determination (R²) of 0.366, indicating that 36.6% of the variance in the use of digital learning can be explained by self-regulated learning abilities, while the remaining 63.4% is influenced by other factors not examined in this study. This study concludes that self-regulated learning is an important factor in increasing the effectiveness of digital learning implementation in elementary madrasah students. These findings indicate the importance of developing pedagogical strategies that foster students' self-regulation skills to optimize the integration of digital technology in education environments, especially in madrasah ibtidaiyah.