<![CDATA[This study aims to examine the effectiveness of Learning Management Systems (LMSs) in relation to student learning outcomes by investigating the relationships among LMS usage, academic achievement, learning engagement, educational disparities, and teacher professional support in K–12 education. A quantitative cross-sectional correlational design was employed, involving 240 participants, comprising 200 students and 40 teachers from public and private schools in Java, Indonesia, who were selected through stratified random sampling. Data were collected using validated five-point Likert-scale questionnaires measuring LMS usage, learning engagement, educational disparities, and teacher professional support, while students’ academic achievement data were obtained from official school assessment records. The data were analyzed using descriptive statistics, Pearson correlation analysis, and multiple linear regression. The findings revealed that LMS usage was positively associated with academic achievement (r = .42, p < .01), learning engagement (r = .47, p < .01), and teacher professional support (r = .39, p < .01), and negatively associated with educational disparities (r = −.38, p < .01). Multiple regression analysis identified LMS usage as the strongest predictor across the regression models, with the largest standardized coefficients for academic achievement (β = .28, p < .001), learning engagement (β = .31, p < .001), and educational disparities (β = −.24, p < .001). Teacher professional support also made significant contributions to academic achievement and learning engagement and was associated with reduced educational disparities. The findings suggest that effective LMS implementation, supported by sustained teacher professional development and equitable access to digital learning resources, may enhance student learning outcomes and contribute to sustainable digital transformation in K–12 education.]]>
