<![CDATA[The low mathematics achievement of Indonesian students in both national and international assessments demands the identification of factors that schools can intervene upon, while the massive penetration of digital technology in classrooms following the pandemic has not been matched by empirical evidence regarding its impact on learning discipline and mathematics achievement. This study aims to analyze the influence of school environment and technology utilization on learning discipline and mathematics achievement, both partially and simultaneously. This quantitative research with an ex post facto approach involved the entire population of eleventh-grade students at SMA Negeri 20 Gowa in the 2025/2026 academic year (155 students), with a sample of 84 students selected using the convenience sampling technique. Data were collected through questionnaires and tests that met validity and reliability criteria, then analyzed descriptively and inferentially. The results indicate that school environment and technology utilization significantly predict on learning discipline (Sig. = 0.000; R² = 0.289) and mathematics achievement (Sig. = 0.009; R² = 0.109). Partially, school environment has no significant effect on either learning discipline (Sig. = 0.427) or mathematics achievement (Sig. = 0.281), while technology utilization has a significant effect on both (Sig. = 0.000 and Sig. = 0.002). These findings suggest that learning-oriented technology utilization maybe a more relevant predictor of students’ learning discipline and mathematics achievement in the context studied. However, the relatively low R² for mathematics achievement indicates that other student, teacher, and instructional factors should also be considered.]]>
