<![CDATA[Elementary students' learning outcomes are commonly assumed to depend on classroom instruction alone, yet a growing body of research suggests that outcomes are better explained as a joint product of school-based, family-based, and student-based factors. This study examined how learning technology utilization, parental involvement, and learning engagement jointly predict the learning outcomes of fifth-grade students across eight elementary schools in the Semangat Cluster, Ringinrejo District. Using a quantitative, ex post facto, causal-correlational design, data were collected through questionnaires from the entire population of 140 students (total sampling) and analyzed with multiple linear regression in Jamovi 2.7. The instrument showed strong item validity (item-rest correlation .479–.686) and excellent reliability (Cronbach's alpha = .962). Classical assumption checks indicated normally distributed residuals, a linear relationship between predictors and outcome, no multicollinearity (tolerance > .10, VIF < 10 for all predictors), and homoscedastic residuals. Partial tests showed that technology utilization (B = .275, t = 7.18), parental involvement (B = .218, t = 6.23), and learning engagement (B = .361, t = 9.21) each predicted learning outcomes positively and significantly (p < .001 for all). The three predictors jointly explained 79.9% of the variance in learning outcomes (R = .894, R² = .799, F(3, 136) = 181.00, p < .001), with learning engagement emerging as the strongest predictor. These findings suggest that raising elementary students' learning outcomes is unlikely to succeed through any single lever alone, and instead calls for coordinated attention to classroom technology use, family involvement, and students' active participation in learning learning technology utilization]]>
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