Can students develop self-regulated learning through worked examples?

This study aimed at comparing the effectiveness of learning through worked example pairs and problem-solving strategies in solving word problems using Linear Equation System with Two Variables (SPLDV) with regard to Self-Regulated Learning (SRL). Fifty junior high school students who had learned word problems about two-variable linear equation systems using graph, substitution, and elimination methods participated in the study. There were 24 students in a worked example pairs group and 26 students in a problem-solving group. To measure the self-regulated learning level, a questionnaire for Measured Strategies for Learning Questionnaire (MSLQ) was adapted. Analysis used independent sample t-test, and the result showed that there was no significant difference of self-regulated learning level between the worked example pairs strategy and the problem-solving strategy. It may be said that both strategies could facilitate the development of self-regulated learning.