ABSTRACT
Mathematics learning outcomes are influenced by intelligence and are also potentially affected by self-regulated learning and the learning environment. This study aims to analyse the relationship between self-regulated learning, the learning environment, and mathematics learning outcomes. A quantitative descriptive research method was employed, conducted at a junior high school in South Tangerang during the 2020/2021 academic year. The research utilised a self-regulated learning questionnaire, a learning environment questionnaire, and a mathematics learning outcomes test as instruments. The results indicate a positive influence of self-regulated learning on mathematics learning outcomes, contributing 45.8%. Additionally, the learning environment positively affects mathematics learning outcomes by 21.6%. A positive relationship of 47.4% was observed between self-regulated learning and the learning environment, indicating mutual influence, represented by the regression equation Y = −3.201 + 0.989X1 + 0.182X2. Furthermore, self-regulated learning and the learning environment together contribute 21% to mathematics learning outcomes, with the remaining 79% influenced by other factors. These findings conclude that self-regulated learning and the learning environment significantly affect student performance, aligning with the Sustainable Development Goal of providing a safe and effective learning environment for all students.
