Abstract
The internet has become an inseparable part of the learning activities of Informatics Engineering students, particularly in supporting literature searches, assignment completion, and independent study. Although a substantial body of research has separately examined internet usage intensity, digital literacy, or self-regulated learning among Indonesian university students, comparatively few studies have synthesized these three strands specifically for Informatics Engineering students, whose academic routine involves unusually intensive and continuous digital-device interaction. This article addresses that gap by analyzing internet usage habits for learning among Informatics Engineering Class B students at STMIK Palangka Raya, focusing on three interrelated aspects: usage intensity, the effectiveness of internet-based learning, and the factors influencing these habits, and by situating the discussion within an integrated conceptual framework of self-regulated learning and digital literacy. The study was conducted through a literature review of relevant empirical research, particularly within the context of higher education in Indonesia. The findings indicate that the intensity of internet use among Informatics students is relatively high; however, this high intensity does not automatically correspond to greater learning effectiveness unless it is balanced with adequate digital literacy and self-regulated learning skills. Factors such as social media distraction, infrastructure limitations, and low ability to select credible sources remain key obstacles. The novelty of this article lies in its contextualized synthesis of usage intensity, effectiveness, and influencing factors for a technically proficient yet distraction-prone student population, rather than treating these variables in isolation. This article recommends strengthening digital literacy and time-management skills as practical strategies to optimize the use of the internet in the learning process of Informatics Engineering students.