<![CDATA[This study aims to see the influence of internal factors (self-regulated learning andmathematics anxiety) and external factors (mathematics teacher social support and peersocial support) on mathematics learning achievement. This study uses a quantitative approachinvolving 169 students in junior high school students using purposive sampling technique. Theresults of the study concluded that there was an effect of self-regulated learning, mathematicsanxiety, mathematics teacher social support, and peer social support simultaneously onmathematics learning achievement by 13.2%. The results of the t test showed that the variablesof self-regulated learning and peer social support partially did not significantly influencemathematics learning achievement, in contrast to mathematics anxiety and mathematicsteacher social support which partially had a significant effect on mathematics learningachievement. Penelitian ini bertujuan untuk melihat adamya pengaruh faktor internal (selfregulatedlearning dan kecemasan terhadap matematika) serta faktor eksternal (dukungansosial guru matematika dan dukungan sosial teman sebaya) pada prestasi belajar matematika.Penelitian ini menggunakan pendekatan kuantitatif dengan melibatkan 169 siswa pada siswasekolah menengah pertama dengan menggunakan teknik purposive sampling. Hasil penelitianmenyimpulkan ada pengaruh self-regulated learning, kecemasan matematika, dukungan sosialguru matematika, dan dukungan sosial teman sebaya secara simultan terhadap prestasi belajarmatematika sebesar 13.2%. Hasil uji t menunjukkan variabel self-regulated learning dandukungan sosial teman sebaya secara parsial tidak berpengaruh secara signifikan terhadapprestasi belajar matematika, berbeda dengan kecemasan matematika dan dukungan sosial gurumatematika yang secara parsial berpengaruh signifikan terhadap prestasi belajar matematika.]]>
