<![CDATA[This study aims to analyze the relationship between students' perceptions of learning media, digital literacy skills, and learning independence with Biology learning outcomes among students in disadvantaged areas. This study employed an ex post facto correlational design conducted in several public senior high schools located in a disadvantaged area of Jeneponto Regency. The population consisted of all twelfth-grade science students, with a sample of 134 students selected through purposive sampling. Data were collected using questionnaires on perceptions of learning media, digital literacy skills, and learning independence, together with a Biology achievement test, and were analyzed using descriptive and inferential statistics (simple and multiple linear regression) after normality and linearity assumptions were met. The findings show that perceptions of learning media, digital literacy skills, learning independence, and Biology learning outcomes were generally in the moderate category. Hypothesis testing revealed that: (1) perceptions of learning media had a positive and significant relationship with learning outcomes (r = 0.601); (2) digital literacy skills had a positive and significant relationship with learning outcomes (r = 0.780); (3) learning independence had a positive and significant relationship with learning outcomes (r = 0.484); and (4) the three independent variables simultaneously had a positive and significant relationship with Biology learning outcomes (R = 0.782; R² = 0.612). Digital literacy contributed the largest effective contribution (60.8%). These findings indicate that strengthening positive perceptions of learning media, digital literacy, and learning independence should be pursued simultaneously to improve Biology learning outcomes of students in disadvantaged areas.]]>
