<![CDATA[Penelitian ini menganalisis pengaruh simultan dan parsial Pengasuhan Religius, Kondisi Ekonomi Orang Tua, dan Motivasi Belajar terhadap Prestasi Belajar siswa di lingkungan terpencil. Metode kuantitatif survei diterapkan dengan teknik total sampling pada seluruh populasi siswa UPT SD Negeri 085 Pewaneang, Kabupaten Luwu Utara (N=51). Pengumpulan data menggunakan kuesioner dan dokumentasi, dianalisis melalui Regresi Linier Berganda setelah memenuhi uji asumsi klasik: normalitas (Kolmogorov-Smirnov Asymp. Sig. 0,200), heteroskedastisitas (Glejser Sig. >0,05), non-multikolinearitas (Tolerance >0,10; VIF <10), dan non-autokorelasi (Durbin-Watson 2,525). Hasil uji F menunjukkan pengaruh signifikan secara simultan (Sig. 0,004 < 0,05), mengonfirmasi kontribusi ketiga variabel terhadap Prestasi Belajar. Namun, uji t parsial mengungkapkan variasi signifikansi individual dimana Pengasuhan Religius berpengaruh dominan. Koefisien determinasi (Adjusted R² 0,002) merefleksikan kompleksitas interaksi variabel dalam konteks geografis spesifik. Implikasi teoretis memperkaya model ekologi Bronfenbrenner dengan integrasi mikrosistem keluarga dan makrosistem ekonomi, sementara implikasi praktis menekankan perlunya intervensi berbasis keluarga (family-based intervention) dan kebijakan afirmatif untuk daerah terpencil. Penelitian ini mengisi research gap melalui pendekatan multivariat di setting sosial-unik dengan keterbatasan infrastruktur dan tingkat pendidikan orang tua rendah (55,93% berpendidikan SD). This study examines the simultaneous and partial effects of Religious Parenting, Parental Economic Conditions, and Learning Motivation on Student Academic Achievement in remote educational settings. A quantitative survey method was employed using total sampling technique encompassing the entire student population (N=51) at UPT SD Negeri 085 Pewaneang, North Luwu Regency. Data collected via questionnaires and documentation were analyzed through Multiple Linear Regression after satisfying classical assumptions: normality (Kolmogorov-Smirnov Asymp. Sig. 0.200), homoscedasticity (Glejser Sig. >0.05), non-multicollinearity (Tolerance >0.10; VIF <10), and non-autocorrelation (Durbin-Watson 2.525). The F-test revealed significant simultaneous influence (Sig. 0.004 < 0.05), confirming the collective contribution of all three variables to Academic Achievement. However, partial t-tests indicated varying individual significance, with Religious Parenting demonstrating dominant effects. The determination coefficient (Adjusted R² 0.002) reflects complex variable interactions within the specific geographical context. Theoretically, this research enriches Bronfenbrenner's ecological model by integrating family microsystems and economic macrosystems. Practically, it advocates for family-based interventions and affirmative policies targeting remote areas with infrastructural constraints and low parental education levels (55.93% elementary school graduates). Addressing key research gaps, this study offers a multivariate analysis in a unique socio-cultural setting while providing empirical evidence on indirect effect mechanisms among variables in marginalized educational ecosystems.]]>
