<![CDATA[This study explores the relationship between locus of control and academic achievement among students of the Islamic Education Department at one of the State Islamic Universities in Indonesia. Employing a quantitative associative design, the research applied proportionate stratified random sampling to 284 active students. Data analysis was conducted using multiple linear regression. The results indicate that the calculated t-value exceeded the critical t-table value (4.475 > 1.650237) and the significance level was below the 0.05 threshold (0.000 < 0.05). These findings confirm that locus of control significantly influences academic achievement. The correlation coefficient between locus of control (X) and academic achievement (Y) was 0.409, reflecting a moderate relationship. This suggests that students’ academic success is shaped not only by external factors such as teaching methods and academic environment but also by internal psychological factors, particularly locus of control, which determines their belief in managing learning processes and outcomes. The implication is that pedagogical strategies in Islamic Education should emphasize strengthening students’ internal locus of control through approaches that foster autonomy, academic responsibility, self-reflection, and awareness that learning success results from personal effort and self-regulation.]]>
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