Tujuan penelitian ini adalah untuk mengetahui pengaruh self regulated learning dan kemampuan verbal terhadap prestasi belajar matematika siswa kelas VIII SMP Negeri 4 Sendana. Penelitian ini adalah penelitian ex-post facto yang bersifat kausalitas dengan sampel penelitian sebanyak 50 siswa yaitu seluruh kelas VIII SMP Negeri 4 Sendana. Teknik pengumpulan data menggunakan instrument: (1) angket self regulated learning; (2) tes kemampuan verbal; dan (3) tes prestasi belajar matematika. Analisis data dengan menggunakan analisis deskriptif dan analisis inferensial dengan analisis regresi linear. Hasil analisis deskriptif menunjukkan bahwa: (1) self regulated learning berada pada kategori tinggi; (2) kemampuan verbal berada pada kategori rendah; dan (3) prestasi belajar matematika berada pada kategori sangat rendah. Hasil analisis inferensial menunjukkan bahwa: (1) self regulated learning berpengaruh terhadap prestasi
belajar matematika siswa dibuktikan dengan nilai thitung ≥ ttabel yaitu 3,160 ≥ 2,012 dan nilai sig 0,003 ≤ 0,05; (2) kemampuan verbal berpengaruh terhadap prestasi belajar matematika siswa dibuktikan dengan nilai thitung ≥ ttabel yaitu 5,079 ≥ 2,012 dan nilai sig 0,000 ≤ 0,05; dan (3) self regulated learning dan kemampuan verbal berpengaruh secara Bersama-sama terhadap prestasi belajar matematika siswa yang dibuktikan dengan nilai Fhitung ≥ Ftabel yaitu 18,895 ≥ 3,20 dan nilai sig. 0,000 ≤ 0,05.
The aim of this research is to determine the influence of self-regulated learning and verbal ability on the mathematics achievement of 8th-grade students at SMP Negeri 4 Sendana. This study is a causal ex-post facto research with a sample of 50 students, representing the entire 8th-grade class at SMP Negeri 4 Sendana. Data collection techniques included: (1) a self-regulated learning questionnaire, (2) a verbal ability test, and (3) a mathematics achievement test. Data analysis involved both descriptive analysis and inferential analysis using linear regression analysis. Descriptive analysis results indicated that: (1) selfregulated learning was categorized as high; (2) verbal ability was categorized as low; and (3) mathematics achievement was categorized as very low. Inferential analysis results showed that: (1) self-regulated learning had a significant influence on students' mathematics achievement, as evidenced by the t-value of 3.160 ≥ the critical t-value of 2.012 and a significance value of 0.003 ≤ 0.05; (2) verbal ability also had a significant influence on students' mathematics achievement, with a tvalue of 5.079 ≥ the critical t-value of 2.012 and a significance value of 0.000 ≤ 0.05; and (3) self-regulated learning and verbal ability jointly had a significant influence on students' mathematics achievement, as indicated by an F-value of 18.895 ≥ the critical F-value of 3.20 and a significance value of 0.000 ≤ 0.05.