This study was conducted based on the complaints expressed by final year students in the Islamic Religious Education Program at the Faculty of Islamic Studies, Universitas Islam Nusantara. These students generally experienced difficulties in obtaining adequate learning achievements and completing their final project (thesis). The main complaint was the lack of motivation to study and graduate on time. Students found it difficult to learn either because of communication problems with their supervisor or because their motivation to fulfill academic obligations was fluctuating, and they lacked confidence in learning. This had an impact on the overall learning achievements of the students. The main objective of this study was to investigate the role of self-confidence, motivation, and communication in students' learning achievements. This study involved 150 students in the Islamic Religious Education Program and was conducted through online surveys and stratified random sampling methods. The collected data was then analyzed using SPSS and path analysis. The results showed that self-confidence (X1), motivation (X2), and communication (X3) had a positive and significant effect on students' learning achievements (Y), both partially and simultaneously. These findings indicate the importance of the management of the Islamic Religious Education Program at Universitas Islam Nusantara Bandung to consider the factors of self-confidence, motivation, and communication of both students and lecturers in formulating appropriate policies to help students achieve good academic performance.