<![CDATA[Learning independence is an individual's ability to organize, control, and carry out learning activities without intervention from other parties. However, observations indicate low learning independence among Buddhist students in Sungai Pinyuh Subdistrict, a religious community within the local education system. This study aims to determine the partial and simultaneous influence of self-efficacy and peer support on the learning independence of Buddhist students in this subdistrict. This quantitative study used the ex post facto method and involved a sample of 233 students selected through purposive sampling. Data were collected using a Likert-scale questionnaire validated through expert judgment and analyzed using multiple regression. The results show a strong relationship between self-efficacy and peer support, taken together, and learning independence (R = 0.724). Self-efficacy and peer support jointly explain 52.4% of the variance in learning independence, with self-efficacy having a stronger influence than peer support. These findings suggest that strengthening students' self-efficacy, supported by structured peer interaction, can effectively improve the learning independence of Buddhist students in underrepresented educational settings.]]>
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