<![CDATA[This study aims to analyze the relationship between digital literacy, self-regulated learning, and science literacy among elementary school students. The study employed a quantitative approach with a correlational design involving 184 fifth-grade students from three public elementary schools. Data were collected using Likert-scale questionnaires to measure digital literacy and self-regulated learning, as well as an essay test to assess science literacy. The data were analyzed using descriptive statistics, assumption testing, and multiple linear regression with IBM SPSS Statistics. The results indicate that digital literacy and self-regulated learning are positively and significantly associated with science literacy, both individually and jointly. Self-regulated learning makes a greater contribution to students’ science literacy than digital literacy. These findings suggest that improving science literacy requires the integration of digital technology with the development of students’ self-regulated learning skills in the classroom. The findings provide a foundation for teachers and curriculum developers to integrate these two competencies into environment-based science instruction in elementary schools.]]>
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