THE EFFECT OF SELF-REGULATED LEARNING ON CRITICAL THINKING SKILLS AND LEARNING OUTCOMES

Abstract

This study aims to determine the effect of self-regulated learning on critical thinking skills and sociological learning outcomes for students of class XI majoring in Social Studies at Senior High School in Paiton District. The design of this research is ex post facto with an associative research type. The data obtained were analyzed by descriptive analysis techniques. The results of high school research in Paiton District show that: (1) critical thinking skills are classified as very high with an average of 41.63; (2) student learning completeness is 90.05%; (3) self-regulated learning has a positive effect on students' critical thinking skills (count = 5.22; = 0.00), with a coefficient of determination of 28.1%; (4) self-regulated learning has a positive effect on sociological learning outcomes (account = 2.36; = 0.02), with a coefficient of determination of 21.2%; and (5) self-regulated learning has a positive effect on critical thinking skills and student learning outcomes (Fcount = 47.21; = 0.00), with a coefficient of determination of 29.6%.