<![CDATA[The widespread adoption of Learning Management Systems (LMS) in higher education has shifted student engagement indicators from physical observation to digital footprints. While comprehensive, LMS activity logs are often underutilized due to their complexity. This study leverages learning analytics to investigate whether specific types of digital engagement—categorized as passive or active interaction—correlate with academic achievement in an online learning environment. A correlational research design was employed, analyzing secondary data from a Moodle-based LMS for a 2025 course at Sekolah Tinggi Multi Media. Student activity was extracted from logs and aggregated into two independent variables: Total URL Count (passive interaction, representing material access) and Total Assignment Count (active interaction, representing all assignment-related activities). The dependent variable was the students' final course grade. Data analysis involved Pearson and Spearman correlation tests to measure linear and monotonic relationships. Analysis of 15,670 log events from 44 students revealed distinct correlations. Passive interaction (URL access) showed a moderate positive correlation with final grades (Pearson r = 0.41; Spearman ρ = 0.59). In contrast, active interaction (assignment activity) demonstrated a very strong positive correlation (Pearson r = 0.78; Spearman ρ = 0.80). The findings confirm that LMS activity logs are valuable predictors of academic success. Critically, active interaction is a significantly stronger and more reliable indicator of academic performance than passive material consumption. This suggests that for early intervention and student success prediction, educators and learning analytics systems should prioritize monitoring task-oriented engagement metrics over mere content access.]]>
