The Role of Self-Regulated Learning and Student Engagement in Academic Activities towards Math Achievement

Abstract

The purpose of this research is to empirically examine the role of self-regulated learning and student engagement in academic activities in math achievement. The research design used is a correlational survey. The subjects of this study are students at Madrasah Aliyah Negeri in Yogyakarta. The research sample was selected using a proportional stratified random sampling technique, with a total of 96 students. Math achievement was determined from students' daily evaluations, and data were collected using a self-regulated learning scale and a scale of student engagement in academic activities. Data were analyzed using multiple regression analysis. According to the findings, self-regulated learning and student engagement in academic activities significantly predict math achievement. Both self-regulated learning and student engagement in academic activities have a positive impact on math achievement. The combined contribution of self-regulated learning and student academic engagement to mathematics achievement is 37.1%. Self-regulated learning contributes more (17.39%) than academic engagement (19.77%) to mathematics achievement. This study recommends that students, teachers, and parents pay attention to self-regulated learning and student engagement factors.