Abstract
Self-regulated learning is needed to regulate and direct itself, adjust, and control self-learning. This study aims to get an overview of students’ self-regulated learning in solving junior high school mathematics problems. This research is a qualitative descriptive study with three research subjects. The data collection techniques used math ability tests, problem-solving tests, self-regulated learning questionnaires, and interview guidelines. The results showed the profile of self-regulated learning raised by junior high school students when solving math problems, especially problems related to SPLDV, namely: 1) Planning, thinking and activation stages: (understanding the problem is expressed in using one’s own language or the language of the problem and there is an estimate of SPLDV completion through arithmetic procedures, logic and elimination substitution methods; 2) Monitoring Stage: monitoring is carried out on the correctness of the variables with or without involving the whole conversation; 3) Control stage: answer checking with reverse technique; and 4) Reaction and Reflection Stage: Explore the difficulties faced related to routine and non-routine problems.
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