The Role of Self-Regulated Learning and Self-concept on Social Studies Achievement

Main Article Content

Rani Puspita Sari
Zulela Zulela
Yunita Sari
Siti Nurhayati
Rasmita Rasmita


This research aims to determine the correlation between self-regulated learning and self-concept of students with the results of Social Study. The research method used was a survey using regression analysis, simple correlation, and multiple regression and correlation. The research was conducted in SDN Pondok Kopi 08 Pagi, District of Duren Sawit, East Jakarta, with n = 91 using cluster random sampling technique. The results showed that: (1) there is a positive correlation between self-regulated learning with learning outcomes of Social Study; (2) there is a positive correlation between self-concept of students with learning outcomes of Social Study; (3) there is a positive correlation between self-regulated learning and self-concept of students together with the results of Social Study. Based on the research results, the learning outcomes of Social Study can be improved by increasing self-regulated learning and self-concept of the students, because the results of the verification prove that self-regulated learning and self-concept of students are significant determinants.


Keywords: Self-Regulated Learning, Self-Concept, Learning Outcome of Social Study

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How to Cite
Sari, R. P., Zulela, Z., Sari, Y., Nurhayati, S. ., & Rasmita, R. (2021). The Role of Self-Regulated Learning and Self-concept on Social Studies Achievement. Jurnal Inovasi Pendidikan Dasar, 6(1), 21–30. Retrieved from


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