Abstract
Mathematics learning (ML) is a fundamental aspect of education that lays the groundwork for various academic disciplines and practical applications. Understanding the factors that propel ML is crucial for optimizing educational outcomes. This quantitative empirical study investigates the impact of logical reasoning (LR), critical thinking (CT), information technology (IT), and distance learning (DL) on ML. The study employs structural equation modeling (SEM) using SmartPLS 4 for data analysis and hypothesis testing. The findings reveal that LR, CT, IT, and DL positively influence ML. The results highlight the importance of fostering LR, CT, and the integration of IT in mathematics education. This study contributes to the existing body of knowledge by providing insights into the factors that promote effective ML. These findings have implications for educators, policymakers, and curriculum developers, aiding in the design of instructional strategies and the integration of technology to enhance ML outcomes.