Learning Behavior Components as Predictors of Third-Grade Achievement in Banten

This study examines the partial and simultaneous effects of five learning behavior
components: attitude, learning motivation, learning strategies, memory, and metacognition, on the
academic achievement of third-grade students in Banten Province, Indonesia. A quantitative explanatory
survey was conducted involving 94 third-grade students selected through intact-group cluster sampling
from three public elementary schools in Serang, Cilegon, and Tangerang. Learning behavior was
measured using Likert-scale questionnaires, and academic achievement was assessed using semester
report card grades. Response quality was evaluated using the Rasch measurement model, and Ordinal
Logistic Regression was employed for analysis. Results indicated that the overall model significantly
predicted students’ academic achievement (÷² = 12.414, p = 0.030; Nagelkerke pseudo-R² = 0.157).
Among the five components, memory was the only statistically significant predictor (B = 0.215, OR =
1.24, p = 0.020), while attitude, learning motivation, learning strategies, and metacognition showed no
significant unique effects. It is concluded that learning behavior is a multidimensional construct with
unequal contributions from its components, and that memory emerged as the strongest independent
predictor. These findings suggest that elementary teachers should prioritize instructional practices
strengthening students’ memory processes through retrieval practice and structured learning activities.
Keywords: academic achievement, elementary school, learning behavior, memory, metacognition.