<![CDATA[ABSTRACT The increasing use of social media among university students has transformed patterns of information access and learning processes in higher education institutions. Social media has become an influential source of information that affects students’ learning behavior; however, students’ digital literacy and critical attitudes in managing information remain suboptimal. In addition, studies examining these two variables simultaneously in relation to learning behavior are still limited. This study aims to analyze the relationship between social media digital literacy and critical attitudes toward social media content with students’ learning behavior, based on Bandura’s Social Cognitive Theory (1986). This research employed a quantitative correlational approach involving 404 undergraduate students in Central Java selected through purposive sampling. The research instruments consisted of an adapted Digital Literacy Scale questionnaire, the SoMeLit framework, and a self-regulated learning scale (40 Likert-scale items). Data analysis was conducted using Pearson correlation and multiple regression analysis via SPSS 26.0. The results indicate that both social media digital literacy and critical attitudes have a positive and significant relationship with students’ learning behavior, both partially and simultaneously. Digital literacy was found to be the more dominant factor influencing learning behavior compared to critical attitudes. These findings suggest that the ability to manage and interpret information from social media plays an important role in supporting students’ learning behavior in the digital era. Therefore, higher education institutions need to strengthen digital literacy programs and develop social media-based critical thinking training to enhance the quality of students’ learning behavior. ABSTRAK Meningkatnya penggunaan media sosial di kalangan mahasiswa telah mengubah pola akses informasi dan proses belajar di perguruan tinggi. Media sosial kini menjadi sumber informasi yang berpengaruh terhadap perilaku belajar, namun literasi digital dan sikap kritis mahasiswa dalam mengelola informasi masih belum optimal. Selain itu, kajian yang menguji kedua variabel tersebut secara simultan terhadap perilaku belajar masih terbatas. Penelitian ini bertujuan menganalisis hubungan literasi digital media sosial dan sikap kritis terhadap konten media sosial dengan perilaku belajar mahasiswa berdasarkan Social Cognitive Theory Bandura (1986). Penelitian ini menggunakan pendekatan kuantitatif korelasional dengan 404 mahasiswa sarjana di Jawa Tengah yang dipilih melalui purposive sampling. Instrumen penelitian berupa kuesioner adaptasi Digital Literacy Scale, SoMeLit framework, dan skala self-regulated learning (40 item Likert). Analisis data menggunakan korelasi Pearson dan regresi berganda melalui SPSS 26.0. Hasil penelitian menunjukkan bahwa literasi digital media sosial dan sikap kritis memiliki hubungan positif dan signifikan dengan perilaku belajar mahasiswa, baik secara parsial maupun simultan. Literasi digital ditemukan sebagai faktor yang lebih dominan dalam memengaruhi perilaku belajar dibandingkan sikap kritis. Temuan ini menunjukkan bahwa kemampuan mengelola dan memaknai informasi dari media sosial berperan penting dalam mendukung perilaku belajar mahasiswa di era digital. Oleh karena itu, perguruan tinggi perlu memperkuat program literasi digital dan pengembangan berpikir kritis berbasis media sosial untuk meningkatkan kualitas perilaku belajar mahasiswa.]]>
