<![CDATA[The purpose of this study was to determine the effectiveness of writing task non�traditional strategies in improving students ' Concept mastery and to identify students' self�regulated learning profiles. The research method used was a quasi-experimental design with theresearch design Non-Equivalent Control Group Design. The population in this study were allstudents of class VIII at a junior high school in Bandung. The sample in this study consisted of64 students of class VIII at a junior high school in Bandung who were selected using apurposive sampling technique. The instruments used in this study were mastery of studentconcept tests and self-regulated learning questionnaires. The result of analysis using thepercentage of gain normalized showed that the strategy of writing task non-traditional was moreeffective in improving the mastery of student concepts. The result of descriptive analysis toobtain the self-regulated learning profile of students showed that in the experimental class andcontrol class were mostly in the moderate category. The relationship between mastery of studentconcepts and self-regulated learning profiles based on the results of the correlation test analysisclassified as low criteria. Keywords: non-traditional writing tasks, concept mastery, self-regulated learning DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1561-1571]]>
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